Abstract
The global spread of the coronavirus has disrupted the economic enterprises and has hampered the academic system. This outbreak forced many normal activities to be changed in higher education to be aligned with the “new normal”. This forced many sectors to adapt to the lockdowns that became a necessary measure to switch to online learning. This was the only option available to ensure that the academic activities be salvaged. However, many students from rural communities that surround the University of Zululand face many disparities, including electricity, digital devices, and internet connectivity, etc. This is a major hurdle for the students, therefore, this paper investigates how first-year students’ performed and the difficulties they faced when using online learning during the COVID-19 lockdown? The paper was conceptualised using the Shannon and Weaver Communication Model. The paper adopted a quantitative research method. Respondents were selected using random sampling which ensured that all participants are given a fair opportunity to participate in the study. The findings reveal that students lacked data, experienced poor to no network coverage, and load shedding which disrupted their learning process and were unable to connect with the university’s learning management system. This affected their academic performance. It is recommended that the university must ensure that they reflect on the shortcomings and put in place a more digital-compliant campus. Moreover, the university must establish partnerships with local government and the corporate sector to establish internet connectivity hubs in the various rural communities.
Presenters
Reggy MetsoLecturer, Communication Science, University of Zululand, Eastern Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
COVID-19, LEARNING MANAGEMENT SYSTEMS, ONLINE LEARNING
