Student experiences of emergency remote learning: implications for migration to fourth industrial revolution by higher education institutions in South Africa

Abstract

This paper presents an analysis of university students' experiences of emergency remote learning, which took place in South Africa during the Covid-19 lockdown. Qualitative data from 4433 students were analysed using thematic analysis. Results reflected five broad categories of experiences, which are electricity and internet (infrastructure), home (environment), personal, health and other heterogeneous experiences. Electricity and internet represent infrastructure needed to participate in remote teaching and learning. The environment, which is home was found not to be conducive for students to participate effectively in remote teaching and learning. Additionally, students experienced increases in health conditions such as depression, anxiety and stress. Personal experiences, that include lack of motivation, laziness, time management and self-discipline deterred students from committing themselves to study remotely. These experiences provide insight into what university students may expect in the new era of blended remote learning in higher education institutions. The findings reveal a need for South African universities and the Department of Higher Education and Training (DHET) to create standards, policies and guidelines for moderating online content delivery in a blended remote teaching and learning environment.