Perceptions of First-Year Students from Disadvantaged Backgrounds of E-Learning at the Durban University of Technology, South Africa

R. M. S.  Molokwane; Luther-King Junior Zogli

doi:10.25159/2663-5895/10210

Authors

R. M. S. Molokwane Universiti Teknologi MARA
Luther-King Junior Zogli Durban University of Technology

DOI:

https://doi.org/10.25159/2663-5895/10210

Keywords:

first-year students, disadvantaged backgrounds, perceptions, e-learning, Covid-19, university of technology

Abstract

The introduction of innovative e-learning and teaching methods at universities of technology necessitates examining students’ perceptions of these methods in the promotion of student success. In South Africa, most first-year students are not exposed to methodology of technology-aided learning during their high school career, especially those from disadvantaged demographics. The purpose of the study is to examine student perceptions regarding their experience of e-learning at a South African university of technology with specific reference to the success of first-year students from disadvantaged backgrounds. Using qualitative research methods through structured interviews, we discovered that first-year students from disadvantaged backgrounds are experiencing challenges regarding access to resources such as computers, laptops and a reliable internet connection. Furthermore, inadequate training on the use of online resources and unsatisfactory performance during online assessments were discovered and these are heightened by the Covid-19 pandemic. First-year students from disadvantaged backgrounds are exposed to a variety of barriers that have an adverse impact on their success. The conclusion is that higher education institutions must avail the necessary resources to facilitate seamless assimilation of first-year students into their new environment.

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