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Unveiling challenges with e-learning faced by academic staff at a University of Technology after COVID-19 pandemic in South Africa

Author

Listed:
  • Radiakga Thabang Molokomme

    (Vaal University of Technology)

Abstract

The global shift from traditional face-to-face learning to e-learning, spurred by the COVID-19 pandemic, has significantly transformed higher education (HE) landscapes. Many institutions in developing countries, unprepared for this shift, now find e-learning integral to the educational process. This study explores challenges faced by academic staff at a South African University of Technology (UoT) post-COVID-19. Utilising a phenomenological qualitative research approach, insights were gathered from academic staff through semi-structured interviews. Key challenges identified include insufficient infrastructure, limited training, technological proficiency gaps, student engagement issues, and concerns about academic dishonesty. Practical recommendations encompass infrastructure enhancement, digital training, blended learning strategies, improved student engagement, and measures to ensure academic integrity. These adaptable suggestions provide insights for institutions seeking to enhance e-learning environments, contributing to improved teaching and learning (T&L) outcomes in an evolving educational landscape. It was further recommended that future studies can explore long-term intervention effects, conduct comparative institution studies, and delve into innovative pedagogical approaches. Key Words:E-learning, Traditional Learning, Blended Learning, Covid-19, Higher Education, University of Technology, Connectivity.

Suggested Citation

  • Radiakga Thabang Molokomme, 2024. "Unveiling challenges with e-learning faced by academic staff at a University of Technology after COVID-19 pandemic in South Africa," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 13(2), pages 394-404, March.
    • Handle: RePEc:rbs:ijbrss:v:13:y:2024:i:2:p:394-404
    DOI: 10.20525/ijrbs.v13i2.3218
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    References listed on IDEAS

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    1. Papia Bawa, 2016. "Retention in Online Courses," SAGE Open, , vol. 6(1), pages 21582440156, January.
    2. Abu Elnasr E. Sobaih & Ahmed Hasanein & Ibrahim A. Elshaer, 2022. "Higher Education in and after COVID-19: The Impact of Using Social Network Applications for E-Learning on Students’ Academic Performance," Sustainability, MDPI, vol. 14(9), pages 1-12, April.
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