Abstract:

While the COVID-19 pandemic affected the economy globally, it has had far reaching effects on education world-wide. Educational institutions, including primary, and secondary schools were forced into an emergency online learning and teaching mode. Like higher education institutions (HEIs) worldwide, the HEIs in South Africa had no choice but to transition into mandatory online learning to save the academic year. South Africa, a developing country, with the majority of students being on one side of the digital divide, posed various technical, organizational, and environmental issues for students. This study, therefore, investigated the challenges faced by students when transitioning to online learning. Using a mixed-method research approach, this study surveyed first-year commerce students studying information systems and technology at a South African university. Results indicated that students faced infrastructural and technical challenges. Technical challenges extend far beyond the provision of a laptop. The study revealed issues of internet inaccessibility in rural areas, intermittent connectivity, and non-conducive environments to study. The present results highlight the detrimental effects that the emergency transition has on students who reside in rural areas and students living in non-conducive learning environments. Hence this study provides a solid evidence base for planning and mitigating essential factors to assist students to participate fully in online learning. Living in an era of technological advancement , it is crucial to understand that the "digital divide" can be increased significantly if not dealt with efficiently and timeously in South Africa. If the online learning digital divide is left unresolved, it will affect the South African government's transformation agenda, preventing students from disadvantaged backgrounds from accessing quality education. Some implications for online teaching and systems to decrease the digital divide are provided.

Keywords:

COVID-19 pandemic, online learning, infrastructure challenges, technical challenges.