Rethinking education in the age of ‘social distancing’ : a qualitative inquiry on University of KwaZulu-Natal students’ responses to online learning in the context of COVID-19

Abstract

Corona-virus disease-2019 (COVID-19) originated in Wuhan, China. It spread to most parts of the world. COVID-19 triggered a wave of unprecedented changes in education systems in many parts of the world and South Africa was no exception. A shift from traditional to virtual modes of learning presented several challenges, particularly in resource constrained settings such as developing countries. These challenges ranged from access to internet to Information and Communication Technology (ICT) infrastructure and gadgets among others. This study adopted a qualitative approach. Data were collected on two official Facebook Pages of the University of KwaZulu-Natal. We used E.M Rodgers‘ Diffusion of Innovation theory (DOI) as the lens to reflect on students‘ responses to the issue of migration to virtual learning posted on the University‘s Facebook Pages. The findings indicated that the shift mostly affected those students who hailed from low-income households. Several challenges such as interface with technology, and poor network connectivity hindered the shift. Some students felt that the shift was a much awaited innovation. They applauded the University for embracing the shift as it was moving with the times since the world is faced with a new revolution in technology, the Fourth Industrial revolution (4IR).