Private Higher Education College Students’ Experiences of Remote Learning during the COVID-19 Pandemic in Johannesburg, South Africa
Article Sidebar
Main Article Content
https://orcid.org/0000-0001-5550-110X
Ashika Maharaj
University of Pretoria
https://orcid.org/0009-0004-8642-3772
Abstract
The COVID-19 pandemic and national lockdown implemented in March 2020 prompted South African higher education institutions to shift from face-to-face to remote teaching and learning. The sudden transition presented challenges for students in higher education institutions such as universities, but there is limited research examining the perceptions of students in private higher education colleges. Henceforth, this study explores the experiences of students of remote learning during the COVID-19 pandemic in private higher education colleges located in Johannesburg, South Africa. Employing a qualitative approach, the study conducted semi-structured interviews with sixteen students from private higher education colleges. Thematic content analysis was used to analyse data. The findings indicate that private higher education college students encountered difficulties in navigating remote learning
during the national lockdown due to the intersection of factors, including unstable internet connections and network issues, lack of dedicated study spaces, and insufficient communication and support from lecturers. This article contributes to the body of knowledge on the remote learning during the COVID-19 pandemic and national lockdown by shedding light on private college students’ experiences.
References
Alhojailan, M.I. (2012). Thematic Analysis: A critical review of its process and evaluation. West-East journal of social sciences, 1(1), pp.39-47.
Anciano, F., Cooper-Knock, S.J., Dube, M., Majola, M. and Payane, B. (2020). Covid-19 exposes South Africa’s unequal schooling system. LSE [online], 29 May 2020. Available from: https://blogs.lse.ac.uk/africaatlse/2020/05/29/covid-19-south-africa-unequalschooling-education-system-inequality/ [accessed 20 February 2024].
Arkorful, V. and Abaidoo, N. (2014). The role of e-learning, advantages and disadvantages of its adoption in higher education. International journal of education and research, 12(1), pp.29-42.
Babbie, E.R. (2021). The practice of social research. 15th ed. Boston, MA: Cengage.
Bayane, P. (2019). Sister-madam and Sister-maid: An exploration of the experiences of black women employers and employees in the domestic work sector in rural South Africa [unpublished]. Master’s dissertation, University of Johannesburg.
Bayane. P. (2020). COVID-19 is the First Phase of the 4th Industrial Revolution. Letaba Herald Newspaper, 11 September 2020.
Bijeesh, N.A. (2017). Advantages and disadvantages of distance learning. India Education [online]. Available from: https://www.indiaeducation.net/online-education/articles/advantages-and-disadvantages-of-distance-learning.html [accessed 20 February 2024].
Bless, C., Higson-Smith, C. and Sithole, S.L. (2013). Fundamentals of social research method: An African perspective. 5th ed. Cape Town: Juta & Co.
Centres for Disease Control and Prevention (CDCP). (2025). Symptoms of COVID-19 [online]. Available from: http://cdc.gov/covid/signs-symptoms/index.html [accessed 20 February 2024].
Chisadza, C., Clance, M., Mthembu, T., Nicholls, N. and Yitbarek, E. (2021). Online and face-to-face learning: evidence from students’ performance during the COVID-19 pandemic. African Development Review, 33, pp.S114–S125. DOI: https://doi.org/10.1111/1467-8268.12520
Cranfield, D.J., Tick, A., Venter, I.M., Blignaut, R.J. and Renaud, K. (2021). Higher education students’ perceptions of online learning during COVID-19 – a comparative study. Education Sciences, 11(8), pp.1-17. DOI: https://doi.org/10.3390/educsci11080403
Crenshaw, K. (1991). Mapping the margins: intersectionality, identity politics and violence against women of colour. Stanford Law Review, 43(6), pp.1241-1299. DOI: https://doi.org/10.2307/1229039
DeJonckheere, M. and Vaughn, L.M. (2019). Semi structured interviewing in primary care research: a balance of relationship and rigour. Journal of Family Medicine and Community Health, 7(2), pp.1-8. Available from: DOI: 10.1136/fmch-2018-000057 [accessed 15 February 2024]. DOI: https://doi.org/10.1136/fmch-2018-000057
DeMarchi, J. (2023). Benefits and challenges of asynchronous learning. Kritik [online]. Available from: https://www.kritik.io/resources/benefits-and-challenges-of-asynchronous-learning [accessed 20 February 2024].
Department of Higher Education and Training (DHET). (2022). Register of Private Higher Education Institutes. Department of Higher Education and Training (DHET) [online]. Available from: https://www.dhet.gov.za/Registers_DocLib/Register%20of%20Private%20Colleges%20%2020%20January%202025.pdf [accessed 20 February 2024].
Govender, N., Reddy, P. and Bhagwan, R. (2021). Academic and psychosocial challenges of Health Sciences students during the COVID-19 pandemic: A University of Technology perspective. Perspectives in Education, 39(3), pp.44-61. DOI: https://doi.org/10.18820/2519593X/pie.v39.i3.5
Goyayi, M. (2021). Effects of COVID-19 pandemic on university student’s mental health. Democracy Development Programme [online]. Available from: https://ddp.org.za/blog/2021/06/03/effects-of-covid-19-pandemic-on-university-students-mental-health/ [accessed 20 February 2024].
Kiewit, L., Harper, P. and Macupe, B. (2020). Ramaphosa announces 21-day lockdown to curb COVID-19. Mail & Guardian [online]. Available from: https://mg.co.za/article/2020-03-23-ramaphosa- announces-21day- lockdown-to-curb-covid-19/ [accessed on 20 February 2024].
Krige, N. (2020). Survey reveals remote learning highs and lows. UCT News [online], 5 August 2020. Available from: https://www.news.uct.ac.za/article/-2020-08-05-survey-reveals-remote-learning-highs-and-lows [accessed 20 February 2024].
Landa, N., Zhou, S. and Marongwe, N. (2021). Education in emergencies: Lessons from COVID-19 in South Africa. International Review Education, 67, pp.167-183. DOI: https://doi.org/10.1007/s11159-021-09903-z
Leung, M. and Sharma, Y. (2020). Online classes try to fill the education gap during the epidemic. University World News [online], 21 February 2020. Available from: https://www.universityworldnews.com/post.php?story=2020022108360325 [accessed 5 May 2024].
Maestripieri, L. (2021). The COVID-19 Pandemics: why intersectionality matters. Frontiers in Sociology, 6, pp.1-6. DOI: https://doi.org/10.3389/fsoc.2021.642662
Marongwe, N. and Garidzirai, R. (2021). Together but not together: challenges of remote learning for students amid the covid-19 pandemic in rural South African universities. Research in social sciences and technology, 6(3), pp.213-226. DOI: https://doi.org/10.46303/ressat.2021.39
Matarirano, O., Gqokonqana, O and Yeboah, A. (2021). Students’ responses to multi-modal emergency remote learning during covid-19 in a South African higher institution. Research in social sciences and technology, 6(2),pp.199-218. DOI: https://doi.org/10.46303/ressat.2021.19
Matli, W. and Phurutsi, M. (2023). Students’ concerns about online remote learning during COVID-19 Pandemic in the 4IR digital society. Procedia Computer Science, 21, pp.971-976. DOI: https://doi.org/10.1016/j.procs.2023.01.374
Mhlanga, D. and Moloi, T. (2020.) COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? Educational Sciences, 10(7), pp.1-11. DOI: https://doi.org/10.3390/educsci10070180
Mohamedbhai, G. (2020). COVID-19: What consequences for higher education? University World News [online], 9 April 2020. Available from: https://www.universityworldnews.com/post.php?story=20200407064850279 [accessed 20 February 2024].
Moonasamy-Reddy, A. and Naidoo, G.M. (2022). Digital learning: Challenges experienced by South African university students' during the COVID-19 pandemic. The Independent Journal of Teaching and Learning, 17(2), pp.76-90. DOI: https://doi.org/10.17159/fwk81482
Muloiwa-Klenam, T., Sharpley, K., Thahale, M., Taimo, N., Mogaladi, T. and September, J. (2023). Student perspectives on the challenges of an online orientation at a large South African university during the COVID-19 pandemic. Perspectives in Education, 41(1), pp.180-194. DOI: https://doi.org/10.38140/pie.v41i1.6295
Omodan, B. and Diko, N. (2021). Editorial: Education and the Quest for Educating in the Current and the Post-COVID-19 Era. Research in Social Sciences and Technology, 6(2), pp.i-iii. DOI: https://doi.org/10.46303/ressat.2021.21
Pokhrel, S. and Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Online journal of higher education for the future, 8(1), pp.133-141. DOI: https://doi.org/10.1177/2347631120983481
Pillay, A., Khosa, M., Campbell, B., Nyika, N. and Sheik, A. (2021). African female university students’ experiences of online education at home during the COVID-19 pandemic. Journal of education (University of KwaZulu-Natal), 84 (2021), pp.31-47. DOI: https://doi.org/10.17159/2520-9868/i84a02
Rosenthal, M. (2016). Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in pharmacy teaching and learning, 8(4), pp.509-516. DOI: https://doi.org/10.1016/j.cptl.2016.03.021
Sarantakos. S. (2005). Social research. New York: Palgrave MacMillan. DOI: https://doi.org/10.1007/978-0-230-20901-5
SchoolGistSA. (2023). University vs colleges in South Africa (which should I choose). SchoolGistSA [online]. Available from: https://schoolgistsa.co.za/university-vs-colleges-in-south-africa-which-should-i-choose/ [accessed 02 June 2024].
Shin, M. and Hickey, K. (2020). Needs a little TLC: examining college students’ emergency remote teaching and learning experiences during COVID-19. Journal of further and higher education, 45(7), pp.973-986. DOI: https://doi.org/10.1080/0309877X.2020.1847261
Stiegler, N. and Bouchard, J.P. (2020). South Africa: Challenges and successes of the COVID-19 lockdown. Annales Médico-psychologiques, revue psychiatrique, 178(7), pp. 695-698. DOI: https://doi.org/10.1016/j.amp.2020.05.006
Svongoro, P. and Mudzi, F. (2023). Optimising students’ participation during emergency remote teaching in the COVID-19 pandemic. Perspectives in Education, 41(1), pp.211-227. DOI: https://doi.org/10.38140/pie.v41i1.6182
Wise, A.F. and Bergner, Y. (2020). College in the Time of Corona: Spring 2020 student survey. NYU [online]. Available from: https://steinhardt.nyu.edu/learn/college-time-corona-spring-2020-student-survey-report [accessed 20 February 2024].
World Health Organization. (2020). Origins of SARS-COV-2. World Health Organization [online]. 26 March 2020. Available from: chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://iris.who.int/bitstream/handle/10665/332197/WHO-2019-nCoV-FAQ-Virus_origin-2020.1-eng.pdf [accessed 20 February 2024].
Yes Media. (2021). Municipalities of South Africa. Municipalities [online]. Available from: https://municipalities.co.za/provinces/view/3/gauteng [accessed 20 February 2024].
Downloads
Article Metrics Graph
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.