Remote Learning Access, Readiness, and Support in South African Higher Education Institutions Post-COVID-19

Abstract

The COVID-19 pandemic precipitated unprecedented disruptions in higher education globally, compelling a swift transition from traditional classroom instruction to remote and, subsequently, hybrid learning models. This study investigates the access, readiness, and support structures for remote learning in South African higher education institutions (HEIs), with a focus on adapting to post-COVID-19 educational needs. There is a lack of specific studies that focus on remote learning access, readiness, and support in rural provinces of South Africa; hence, the study intends to close the gap. Utilising an interpretivist research approach, comprehensive data were collected through semi-structured interviews with lecturers in higher education institutions in the Limpopo province. The analysis revealed significant challenges impacting the efficacy of remote learning, notably inadequate internet connectivity, frequent power disruptions, and scarcity of essential technological devices. These factors significantly contributed to poor attendance rates in synchronous learning sessions and heightened reliance on asynchronous sessions, which students found more accessible and flexible. The study proposes targeted strategies for HEIs to effectively bridge the digital divide, bolster infrastructural support, and enhance remote learning access, readiness, and support. The study recommends that senior managers and policymakers develop policies and frameworks that facilitate remote learning best practices in the evolving landscape of higher education.