Abstract:
This qualitative study examines the experiences of undergraduate students at the University of The Free State
to ascertain ICT teaching-learning challenges resulting from the abrupt switch to e-learning in developing
countries vis-à-vis the effects of social development lacuna. The finding revealed a lack of learning devices
by some students, internet connectivity issues, high data cost, need to upgrade the technological knowhow of
education participants, limited classroom engagements due to large classes, and a lack of foundational social
development facilities that can augment smooth transition into the post-pandemic predictable future of
education. The study recommends that (1) disadvantaged background students lacking learning devices be
assisted; (2) the University continue to strengthen blended learning; ICT upskilling for the students and staff;
increase investment in ICT and maintain continuous training to improve staff’s technological skills; (3) reduce
large class sizes; and (4) indulge in more collaboration towards solving the problems of resource constraints.
The also recommends that the mental health of students be monitored frequently given the pressure of
enduring hectic COVID-19-induced challenges relating to the abrupt switch to e-learning. The study
anticipates setbacks regarding the use of ICT in teaching and learning going into the post-pandemic. It,
therefore, recommends an upgrade of social development, especially in the area of ICT infrastructure and
digitalisation in developing nations. |
