Lived experiences of vulnerable social work students during the COVID-19 pandemic engaged in emergency remote learning in Johannesburg

Lived experiences of vulnerable social work students during the COVID-19 pandemic engaged in emergency remote learning in Johannesburg | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Lived experiences of vulnerable social work students during the COVID-19 pandemic engaged in emergency remote learning in Johannesburg Roshini Pillay, Rito Maluleke This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6776242/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 19 You are reading this latest preprint version Abstract While the COVID-19 pandemic had a profound impact worldwide, it created particular challenges for a group of South African higher education students who relied on bursaries to fund their studies. This article highlights the experiences of these students, especially the difficulties they faced in adapting to emergency remote online learning during lockdown. Confronted with various new stressors, students were compelled to develop coping strategies to navigate this "new normal". This article presents findings from a qualitative study conducted post-pandemic. Data were gathered from two focus groups, consisting of nine third- and fourth-year social work students funded by the National Student Financial Aid Scheme (NSFAS) and other bursaries. The study offers insight into the lived experiences of these students from low socioeconomic backgrounds, examining the obstacles they encountered and the strategies they employed to manage these challenges. Thematic content analysis was employed to interpret the data. The findings indicate that participants had both positive and negative experiences with online learning; however, students from economically disadvantaged backgrounds faced challenges, such as a lack of access to the technological resources necessary for engaging in online learning, including computers, laptops, or data. The data collected provides valuable insights into how these students learned during this period. The results of the study have the potential to influence policymaking and can be utilised to plan for future disasters. COVID-19 Experience NSFAS Online learning Figures Figure 1 1 Introduction The COVID-19 pandemic impacted students worldwide, affecting them socially, economically, emotionally, and academically, with the most vulnerable students from poorer backgrounds bearing the brunt. In South Africa, structural challenges such as poverty, food insecurity, and gender-based violence became more pronounced. For students from low-income backgrounds, managing the lockdown posed unique difficulties as campuses closed and all learning shifted online on 18 March 2020 [ 1 ]. The key challenge of online learning stems from the readiness of contact educational institutions across South Africa to transition to emergency remote online learning (EROL) [ 2 ]. Factors that shaped the perspectives and experiences of students regarding EROL included differences in infrastructure at individuals’ homes, the ability of individuals to work independently, access to devices, and internet connectivity. Despite these challenges, some participants found learning from home to be a pleasant experience, as they were emotionally supported by their families during a period of global stress. The University of the Witwatersrand (Wits) implemented various measures to support students during online learning. These initiatives included lending devices to facilitate online engagement, providing data packages, and granting free access to Wits sites for the duration of the pandemic. Some students who lived on campus benefited from 24-hour Wi-Fi access, dedicated study spaces, and no responsibilities related to food preparation, allowing them to focus more on their studies. Although this study took place three years after the pandemic, when most higher education institutions had reopened, the education ecosystem continues to recover and adapt to post-pandemic challenges. This paper focuses on some of the advantages of online learning, as well as the economic and gender inequality challenges faced by university students when engaging in online learning, and the mental and emotional challenges encountered. 2 Literature review The shift to online learning was essential for enabling students to continue their academic work throughout the COVID-19 pandemic while helping to limit the spread of the virus [ 3 ]. Students were required to actively participate, collaborate, and interact with university lecturers through online learning platforms, utilising technological resources such as computers and smartphones [ 4 ]. However, online learning presented numerous disadvantages and could be considered an ineffective learning method for many students due to the challenges it brought. Beyond ongoing technical issues, students experienced reduced interaction with lecturers, which significantly impacted their academic performance. This review considers the economic realities in South Africa and examines why this sample of students was regarded as a vulnerable population. 2.1 Economic inequality The World Bank (2018) identified South Africa as a country with extreme inequality and high unemployment [ 5 ]. Since the African National Congress (ANC) came into power, significant strides have been made in providing essential services such as water, healthcare, and electricity [ 6 ]. However, inequalities remain deeply entrenched. In August 2021, amid the COVID-19 pandemic, South Africa recorded an unemployment rate of 34.4%, setting a new high. The participants in this study were primarily recipients of the National Student Financial Aid Scheme (NSFAS), a programme that assists academically qualified students from disadvantaged backgrounds to access higher education after completing high school. 2.2 Vulnerable populations A vulnerable population refers to a group of individuals at a disadvantage or at risk due to an inherent quality or social status they hold [ 7 ]. In this study, the term "vulnerable population" specifically refers to a group of nine students from resource-scarce backgrounds who relied on NSFAS and other bursaries for financial support. These students shared their experiences and perceptions of online learning, revealing a range of knowledge and attitudes toward the challenges and opportunities it presented. 2.3 Knowledge, attitudes and coping mechanisms The pandemic presented enormous mental health challenges, such as worry and uncertainty. Students had to adapt to new coping strategies to manage the anxiety associated with online learning. Some students experienced a loss of security, while others faced a loss of routine [ 8 ]. Different students had varying experiences and perceptions regarding online learning. Some research indicates that more students held a positive attitude and had favourable experiences with online learning, particularly those who possessed knowledge and experience with computers and technology [ 9 ]. Conversely, students with a negative attitude towards online learning often lacked knowledge and ICT skills, which made them resistant to changes in their learning environment. They also feared adapting to new technology and were concerned about exposing their ignorance. Various factors affected the experiences of vulnerable populations during the COVID-19 pandemic. Other mental health challenges were that some students experienced post-COVID conditions, which include symptoms such as sleep problems, depression, anxiety, and difficulty thinking or concentrating [ 10 ]. The social isolation and distance may affect students' participation during lectures or classes due to the long period of online learning. The impact of the pandemic has affected students, and now, post-pandemic, more resources are needed to combat pandemic-related stress, adapt instructional plans, enact safety measures, and compensate for the lack of in-person schooling [ 11 ]. Some students report ongoing anxiety and post-traumatic stress disorder (PTSD) resulting from the pandemic's impact [ 10 ], which may negatively affect their academic performance. This lingering stress can lead to a decline in motivation and school engagement, impacting academic success. Research also indicates that the lack of in-person schooling increased stress levels, potentially affecting students' neurodevelopment, mental health, and long-term outcomes, particularly for those from economically disadvantaged backgrounds. In the post-pandemic context, students are less likely to face renewed lockdowns due to the development of effective COVID-19 treatments. 2.4 The impact of socio-economic factors on students The socio-economic status was a determining factor for students' access to stable Wi-Fi and the resources needed to engage in their academic work. Therefore, the pandemic had a more detrimental impact on students from low socio-economic backgrounds than on those from high socio-economic backgrounds. Online learning may have worked for students from high socio-economic backgrounds, who had stable internet connections and secure housing, but those from low socio-economic backgrounds are more likely to continue struggling emotionally and academically due to the pandemic's impact [ 13 ]. Thus, socio-economic background was a challenge for students and hindered some students' ability to thrive in online learning. 2.5 Advantages of online learning Despite the impact and challenges that students faced with online learning, there were also benefits to this mode of education. The first advantage was that it made it easier for students to access lecture content provided by their lecturers. Online learning became more beneficial as it improved the quality of some courses, allowing them to better meet students' needs and giving students the opportunity to teach themselves [ 14 ]. Additionally, online learning offered flexibility, breaking down the barriers of distance typically associated with traditional education and enabling students to learn at their own pace and in their own time. Lastly, online learning allowed students to save time and money on transportation to attend lectures. Overall, online learning provided various advantages that would continue to impact students' learning even after the pandemic. 2.6 The value of collaborative in an online learning In light of the challenges associated with online learning, collaborative learning gained increased value. When students work together, they tend to be more engaged and motivated compared to working individually [ 15 ]. Research indicates that collaborative learning fosters higher-level thinking skills, as students engage in debates, discussions, and problem-solving activities with their peers [ 15 ]. This process also enhances students' self-esteem and sense of responsibility. 2.7 The value of revision in enhancing learning in an online environment Revision plays a crucial role in learning, as it fosters independence and allows students to review their academic work at their own pace and in their preferred way. Online learning enhances the effectiveness of revision by enabling students to revisit topics covered in lectures, which supports memory retention and reinforces learning [ 16 ]. Through revision, students are able to consolidate knowledge into their long-term memory, allowing them to recall information long after completing their studies [ 16 ]. 2.8 Challenges of online learning Despite the various advantages of learning and teaching with technology there were many challenges as will be explained next. 2.8.1 Technical challenges Considering that the students come from different backgrounds, their experiences with online learning and perceptions regarding it were diverse. Students from poor socio-economic backgrounds faced more challenges with online learning, as it required access to technological devices and the internet to engage with lecture content and interact with their peers and lecturers regarding their academic work [ 17 ]. Online learning was particularly difficult for them, as they and their parents could not afford the laptops, computers, or smartphones needed to attend the synchronous lectures conducted during the day. In contrast, students from middle and high socio-economic backgrounds encountered fewer challenges with access to online learning, as they could easily afford the necessary technological devices and data for their academic work [ 17 ]. A study was conducted at the University of Pretoria as part of the Scholarship of Teaching and Learning research project to determine whether South Africa’s higher education system was equipped for online education. The findings indicated that students reported challenges with online learning due to national infrastructure issues, including load-shedding, lack of preparedness, and insufficient access to technological resources [ 6 ]. Online learning involves technical problems; many students are not very familiar with it, which delays feedback and interaction between them and their lecturers. The technical issues include computers not turning on, slow internet connections, Windows update problems, laptops freezing or becoming slow during lectures, load-shedding, devices crashing during lectures, limited data during the day, and students being unable to attend live or synchronous lessons [ 4 ]. These challenges create feelings of frustration among students, affect their performance, and influence their perceptions and experiences regarding online learning. Some university students received technological devices, such as laptops, from their universities, which helped them access online lectures, while others received these devices late, making it very challenging for them to progress with their academic work during the COVID-19 pandemic [ 18 ]. 2.8.2 Distractions at home One of the challenges of online learning in the student's environment was the presence of distractions at home, which interfered with their attention during online classes or lectures. Students attended these lectures in their home environments, where some faced overcrowding and background noise created by parents or siblings [ 19 ]. Such disturbances distracted students, as their parents or siblings would often engage them in conversation or innocently ask questions. Students could manage these distractions by becoming more organised, planning their assignments, and avoiding procrastination. 2.8.3 Gender disparities in the distribution of household chores During the COVID-19 pandemic, girls took on a larger share of household chores, including cooking, cleaning, and tidying [ 20 ]. This placed them at a disadvantage, as these responsibilities took up time that could have been used for online learning and academic work. The additional workload reduced their opportunity to attend online lectures and complete assignments, ultimately giving boys an advantage, as they were often not expected to perform the same household duties. 2.8.4 Inadequate Support Strategies at Wits University During the COVID-19 Pandemic During the focus group discussions, the student participants shared their views on the support strategies Wits University implemented during the COVID-19 pandemic. Some students expressed that the institution could have done more to assist them with the transition from face-to-face to online learning. While the university did provide laptops and data to facilitate this shift, several participants felt that the support fell short of their needs. They highlighted a lack of training on technology, which left many students without the skills required to effectively engage in and navigate online learning. Although some students appreciated the resources provided, they felt that additional technological support and training would have made a significant difference in their learning experience. 3 Methods The study utilised a qualitative research approach to explore students' perceptions of online learning, employing a case study design to examine the experiences of social work students. The population included all social work students at Wits, from which a purposive sample of nine third- and fourth-year students funded by NSFAS and other bursaries was selected. The inclusion criteria encompassed students actively engaged in online learning, both male and female, enrolled at Wits, and between the ages of 18 and 23. Purposive sampling was advantageous as it allowed the researcher to select participants aligned with the study’s objectives, ensuring that each provided unique and valuable insights [ 21 ]. Data were collected through a focus group schedule, with two face-to-face focus groups conducted post-lockdown. One of the advantages of a focus group is that it allows the researcher to gather information from different people simultaneously, and it does not cost money to conduct [ 22 ]. Focus groups do not require significant financial resources and are very easy to organise. Another advantage of focus groups is that they enable the researcher to gather richly detailed data and allow for follow-up questions if further clarification is needed from the participants [ 22 ]. Focus groups facilitate the provision of information more quickly than if participants were providing information individually. They enable the researcher to collect more detailed data, making it easier to gather insights and feedback from the participants. To collect data, the researcher organised a date and location for recruiting participants at Wits University and posted a flyer inviting students to participate in the study. From the volunteers, a focus group was formed based on the study’s criteria and sampling strategy. The researcher coordinated the day and time for the focus group discussion, negotiating with participants to ensure their availability. All participants were made aware of the research through a participant information sheet and signed a consent form to be part of the research and to have the focus group audio recorded. Participants were made aware that the transcripts can be used for a publication at a later date. Data were analysed using thematic analysis, which involves identifying, analysing, and interpreting patterns of meaning in the collected data [ 23 ]. The study was unconditionally approved by the University of the Witwatersrand Non-medical ethics committee, Protocol Number SW22/08/15 on 14 September 2022. Pseudonyms were used in this report to protect the identity of the participants. 4 Theoretical framework: Ecological systems theory The theoretical framework underpinning this study is the ecological systems theory, developed by Urie Bronfenbrenner in 1979 [ 24 ]. This theory emphasises the influence of an individual’s surroundings or environmental context on their behaviours [ 23 ] and provides a framework for examining participants' relationships within their community and the broader society. The researcher used this theory to gain insight into the environmental systems that influence students’ perceptions and experiences of online learning during the COVID-19 outbreak. The theory encompasses four interconnected systems: the microsystem, mesosystem, exosystem, and chronosystem [ 24 ]. 4.1 Microsystem The microsystem is the environment closest to an individual [ 24 ]. In this study, it includes the students' university and place of residence. This system provides insight into how students’ immediate environments, such as their campus or home, influence their experiences and perceptions of online learning. 4.2 Mesosystem The mesosystem encompasses interactions between an individual’s microsystems [ 25 ]. In this study, it includes the support students receive from their parents, such as allowing them time and space to attend online lectures without interruptions, which may positively impact their perception and experience of online learning during the COVID-19 outbreak. Additionally, the mesosystem includes Information and Communication Technology (ICT) tools, such as laptops, computers, and smartphones. 4.3 Macrosystem The macrosystem involves a collection of people who usually share common values and beliefs [ 24 ]. It encompasses the larger culture as a whole. In the research study, this system includes the socioeconomic backgrounds of the students, the Wits student community, and load-shedding. These factors play a significant role in the research, as they impact students' access to online learning resources, such as laptops or computers, and their attendance of online lectures. 4.4 Techno-subsystem The techno-subsystem is a subsystem of the ecological systems theory. It is a system where the interactions between humans and non-humans intersect [ 26 ]. The techno-subsystem functions as a microsystem in which direct interactions with technology occur [ 26 ]. In this research study, the techno-subsystem encompasses the technological resources that students use for online learning, such as computers, laptops, and internet data. It also includes the technical issues that students encounter while engaging in online learning, such as load-shedding, Windows updates, and computers not turning on during lectures. 4.5 Exosystem The exosystem is a system that does not actively involve an individual but can have an impact on them [ 25 ]. In this research study, the exosystem includes the students' household income or their guardians' employment. If a student's household income is high, they may be able to purchase technological resources and devices. Conversely, if their household income is low, it could hinder their access to these necessary resources for attending online lectures. This, in turn, may influence the students' experiences and perceptions of online learning during the outbreak of COVID-19. The final system is the chronosystem. 4.6 Chronosystem The chronosystem involves the environmental events that occur over time [ 24 ]. In the research study, this system referred to the COVID-19 pandemic, which began in March 2020 in South Africa and resulted in students transitioning from face-to-face lectures to online learning. The pandemic itself can also influence students’ perceptions and experiences regarding online learning. Figure 1 illustrates the theoretical framework that underpins the research study: the ecological systems theory. At the core of the diagram is a learner, which in this research study represents university students. Adjacent to the students is the first system, the technological system, which examines the individual’s interaction with the internet. This system falls under the microsystem because home-based technology use occurs within the individual’s immediate environment. The figure provides examples of the techno-subsystem, including e-books, computers, cell phones, the internet, and software, which are factors that may affect the students’ perceptions and experiences regarding online learning. The diagram also displays the various other systems involved in the theory, along with their definitions. The systems defined in the figure include the microsystem, the techno-subsystem, mesosystem, macrosystem, exosystem, and chronosystem. 5 Findings This section presents the study’s findings, covering topics such as the value of family support and the various challenges participants encountered. 5.1 Benefits of online learning 5.1.1 Family support One advantage of online learning was that students could receive full emotional and social support from their families while engaging in their academic work, regardless of their location. During the focus group discussions, one participant, Lisa, shared her experience: “ For me, no, for me, like I actually enjoyed the fact that I could be home, like spend time with the family but also be able to do like my school. I think that also is kind of like an encouragement, having like a good support system. Even when you got that you that with your family and relatives around, you could be fully supported ” (Lisa). Lisa’s experience highlights the benefit of family support as one of the key advantages of online learning. Being at home allowed students to engage in academic work while receiving support from their families during the pandemic. This advantage connects to the mesosystem in the ecological systems theory, which focuses on the interactions between various microsystems that directly influence individuals [ 24 ]. Family support aligns with the mesosystem, as it includes the student’s immediate environment – family, peers, teachers, school, place of worship, and neighbourhood – that provides crucial support to students. 5.1.2 Collaborative online learning in online forums Another advantage of online learning was that it made it easier for students to participate and engage in lecture discussions and content, as they could use technological devices to attend lectures. Online learning did not require students to be physically present to engage in their academic work with lecturers and classmates, which reduced social anxiety for students who experienced it. One research participant, Thabang, reported, “ Because I am socially awkward, and I didn’t feel like I could participate in the class discussions and to be able to ask questions to the lectures, but with online learning, I could, which helped to improve academic performance ”. This quote demonstrates how online learning was beneficial for some students who experienced social anxiety, as it allowed them to feel more comfortable interacting and engaging in lecture discussions remotely. This advantage of online learning links to the techno-subsystem of ecological systems theory [ 24 ], which focuses on the intersection of human and non-human interactions and the interconnection between students and technology. 5.1.3 Allows for students to revise and revisit lecture content efficiently Another advantage of students using online learning was that it made it easier for them to revise their academic work, as they could access their lecture content or discussions anytime and from anywhere. Another student participant, Tshembho, who took part in the focus group discussion, reported: “ Yes, it does have its advantages, cause like when let’s say you are watching a lecture video and you have the opportunity to rewind; it actually allows you to do that, and that would be very advantageous, the fact that you can actually rewind it ”. This quote from research participant Tshembo illustrates how online learning allows students to revisit lecture content by watching recorded lectures and reviewing the material. This repetition enhances academic performance by enabling students to engage more deeply and effectively with the content. This approach made it easier for students to understand what was being taught at their respective institutions during lecture lessons [ 28 ]. By listening to and repeating the lectures, students were able to improve their academic performance. 5.2 Challenges of online learning 5.2.1 Lack of self-discipline/regulation The first challenge students reported with online learning was a lack of self-discipline and self-regulation. Participants noted that the comfort of home made it difficult to attend lectures on time, as it was easy to lose focus and motivation in a home environment [ 28 ]. During the focus group discussions, one participant, Pethu, shared: “But I feel like another challenge is also not being forced to attend classes, which would have like if you like for example, if you're not forced to attend class at last, and you would have fallen back on your school work because, yeah, and if you're not keeping a record of, you know” . The research participants also indicated that online learning was challenging for them as they struggled with self-regulation. The students noted that they found it difficult to regulate themselves, unlike in face-to-face learning, where they were able to stay motivated to complete their academic work, attend lectures, and meet assessment deadlines. Marry, who was also a participant in the focus group discussion, reported, “Okay, so I think the provision of data was okay. But the problem is on some mobile networks, like Telkom, the data doesn't work. It only works after midnight and starts at 7pm; that is the problem”. Wits provided university students with 10 GB of data during the day and 20 GB at night, depending on the networks they were using [ 29 ]. For some students, online learning was therefore challenging, and they held a negative perception of it because they could not attend online lectures when their mobile networks, for which the institution had provided data, did not work during the day. This disadvantage of internet connectivity issues in online learning relates to the techno-subsystem within ecological systems theory. The techno-subsystem encompasses the use of technology for human interaction [ 24 ]. Internet connectivity issues fall under this subsystem, as students encounter these challenges when relying on technological resources for online learning and academic tasks. 5.2.2 Challenges faced by students from poor economic backgrounds To provide a supportive learning environment where students can interact effectively with lecturers and other students, technological resources such as access to a computer or other associated devices and internet connectivity are required [ 30 ]. However, a significant challenge that students from lower socioeconomic backgrounds must overcome to engage in online learning is the absence of the necessary resources to access the internet and computers [ 31 ]. Online learning requires university students to use technological devices and data to engage with and access course materials. Students from economically disadvantaged backgrounds often struggle with internet access and experience glitches when using online platforms for their academic work. Some students find it challenging to afford data due to its high cost. Phindile, a participant in the focus group discussion, reported, “ So for us who live in rural places or locations, it's not really easy to have like Wi-Fi or like fibre, like stuff like that. So we had to depend on data, which was very expensive for online learning”. This demonstrates how students from poor backgrounds struggle to obtain funds for data and attend lectures for their academic work. Another challenge faced by students from low-income backgrounds in engaging with their academic work was the distracting nature of their home environment. Data collected reveals that, while participating in online learning, students struggled to find a conducive study space due to the presence of family members, a challenge that intensified during the COVID-19 pandemic. In response, the institution provided essential resources, including laptops and other technological devices, which proved helpful to students. Additionally, e-counselling was offered through the CCDU to support students' mental and psychological well-being during the shift from in-person to online learning. However, some participants indicated they were unaware of the CCDU services available at Wits, and those who were aware often found access insufficient. The CCDU website frequently became overwhelmed with high traffic, limiting its effectiveness. Queen, one of the student participants in the research study, also reported that “ I think wasn’t it enough at the time because there are a lot of people actually visiting the site, even stopping. I used to go to the site; I've just got to go and leave it because I find it pointless. I need help now and then. I can't actually reach them; the time I lose them, by then, I'm fine. So you can point this in the way ”. The excerpt illustrates that while some students were aware of the e-counselling services, others encountered difficulties accessing them due to the high demand, which limited timely support for those seeking help during that period. 5.2.3 Power outages and load-shedding Online learning presented additional challenges related to students' structural external environments, notably load-shedding. This issue affected students across various social backgrounds, often disrupting their online classes and impeding their academic progress. Khanyi, a participant in the research study, shared during a focus group discussion with other students that “Load-shedding was a problem that would actually make it difficult for efficient use of online learning, And then you get surprise load-shedding, you know, and you're like, well, that's the next day. And then literally happens and someone steal their cable, and you don't have one ”. The above quote illustrates how some university students faced challenges due to load-shedding, which varied depending on their home environment. Many students experienced power outages in their hometowns during scheduled lecture times, making it difficult to attend online classes throughout the COVID-19 pandemic. This finding aligns with the exosystem in Ecological Systems Theory, which, while not directly influencing students, can still impact them [ 24 ]. The exosystem represents the second outermost layer, encompassing broader settings that indirectly affect individuals by influencing the microsystems they are part of. Some students faced the challenge of load-shedding during their scheduled online lecture times throughout the pandemic. 5.2.4 Difficulty listening and concentrating in online lectures However, some of the research participants indicated that online learning was challenging for them during the COVID-19 pandemic. One disadvantage experienced by the participants was their difficulty in listening and concentrating during online lectures, as they attended these sessions from different social environments during the pandemic. Tshepang, one of the participants in the focus group discussion, reported that “I like, I think I like the whole, like being in class thing, you know, like, because I knew that, okay, at this time I'm supposed to be in class and then after I leave class, but then I wake up like five minutes before the lecture starts and I'm asleep. I'm not even, I feel like I didn't even learn anything cause I was, like, half the time, not even listening to what they're saying” . This quote by Tshepang demonstrates how some students may have found online learning challenging, as they struggled to pay attention to lectures while managing their academic work from the comfort of their homes. Online learning requires students to focus on the screens of computers or laptops for extended periods, which can be difficult for some, as they easily get distracted by their surroundings or engage with other social media platforms while attending online lectures [ 32 ]. 4.2.5 Technical challenges Technical challenges were experienced by students during online learning, as some students' laptops would glitch and suffer from low bandwidth during lectures. Others faced load-shedding, causing their laptops to restart mid-lecture, which disrupted their learning [ 24 ]. Oratile, a participant in the focus group discussion, reported that “So even if like you do have Wi-Fi and then for some reason it just glitches in the middle of class, and then like it's like when like when you're in classes and then the Wi-Fi glitches, and then you only heard one word from an entire paragraph, you don't even know what they saying ”. Technical challenges are linked to the techno-subsystem of the ecological systems theory. This system involves technical challenges such as network signals, internet connectivity, and Windows updates that students encounter when engaging in online learning. 4.2.6 Distractions at home Some participants reported that a significant challenge they faced with online learning was the constant distractions within their home environments. They noted that these distractions often led to procrastination with their academic work. Additionally, they mentioned the difficulty of managing their time and balancing social and academic responsibilities. One participant, Kate, shared that “ It does have difference; I hated online learning because like I'm at home and every two minutes my mom is calling me. Yeah. Yeah, so it's kind of like the home environment for me isn't very conducive to study because I'm at home and as soon as I get tired of studying, okay, let me go chat, chat to my mom and I got distracted and then it's just then I'm no longer, I no longer have the energy ”. This quote demonstrates how online learning created difficulties for some students in finding a conducive space to fully concentrate on their academic work. Many student participants reported that their home environments were not suitable for focused study. This challenge of home distractions connects to the microsystem of ecological systems theory. The microsystem comprises the student’s immediate environment, including interactions with peers, teachers, and family members, which directly impact their daily experiences [ 24 ]. 4.2.7 Gender inequality regarding household chores During the COVID-19 pandemic, as students engaged in online learning, an aspect of gender inequality particularly affected female students. Many females were required by their parents or guardians to complete household chores before attending to their academic work or participating in online learning [ 33 ]. One female participant in the focus group discussion reported, “Well, for me, I felt demotivated uh in that sense of when we are at home; no one is, is, is doing schoolwork. All they do is go to work or maybe like do house chores and all of that. But when we are in the, well when I'm in the school environment, I'm able to be, well, other students might motivate me in a way to study ” (Nkateko). The majority of male students were not required to do any household chores by their parents or guardians. This situation adversely affected female students, as they often had to attend online lectures late or miss them altogether due to completing household chores beforehand. 5 Conclusion This research study provided an opportunity to examine students’ perceptions and experiences with online learning during the COVID-19 pandemic. The shift from face-to-face learning enabled an exploration of new approaches to academic engagement. Findings from this study offer insights into how the institution might incorporate flexible teaching and learning models in the future. As online learning becomes a regular aspect of higher education, students with key personal attributes, such as self-regulation and self-efficacy, tend to report more positive experiences. This study specifically explored the experiences of social work students, revealing a mix of positive and negative perceptions, though negative experiences were more prevalent. The study provided recommendations that university students can adopt to enhance academic performance during times of crisis. 6 Implications for future disasters One of the implications of the research study is that accessible learning materials should be provided for students to facilitate their engagement in academic work during times of disaster. Digital resources, in particular, should be made available for students from resource-scarce backgrounds. The data on students' perceptions of online learning has highlighted the necessity for students to connect with their lecturers and peers, the importance of resources for a quality learning experience, and the need for intentional skills to ensure a successful online learning experience. Another implication of the research study is that in the event of a disaster, there should be preparedness to transition to online learning and training, and educational integration should be made available for online curricula. The final implication of the study is that external funders should provide financial support for students to acquire the devices and resources needed to continue engaging in their academic work during times of disaster. 7 Recommendations for future research The recommendations for students engaging in online learning include planning, staying accountable, adjusting, and being open to new learning experiences. Students should plan ahead before participating in online activities such as lectures or group discussions. They must also submit their academic work on time, attend sessions promptly, and complete their assignments and tests early. Doing these things will enhance students' perceptions and experiences of online learning. Additional strategies include self-regulation, having a good support system, and speaking up whenever students face challenges. Parents are encouraged to support their children by engaging in open and honest conversations, listening to them, building resilience, and monitoring their social engagements. For the social work discipline, it is recommended to include more practical applications of theories and to foster greater empathy from lecturers towards students engaged in online learning. 8 Limitations A primary limitation of the study was time constraints, which prevented the researchers from interviewing as many participants as initially planned. Additionally, the study encountered challenges with participant bias and an unrepresentative sample size. Some participants provided biased responses during the focus group discussions, which may have affected the objectivity of the findings. The limited sample size posed another issue, as it was not assured that students fitting the established criteria would be available. Although the study aimed to include twelve participants, balanced by gender, it ultimately included only nine participants, all of whom were female. Declarations The study received unconditional ethical clearance by the University of Witwatersrand Non-Medical Committee South Africa. The ethical clearance Protocol Number is SW22/08/15. All methods were carried out in accordance with relevant guidelines and regulations. Informed consent was obtained from all individual participants included in the study. Competing interests : The authors declare no competing interests Corresponding author Correspondence to [email protected] Funding Declaration There was no funding or grant received for this article. Author Contribution RM completed the research RP was her supervisor RP assisted RM to write the article. RM and RP reviewed the article Data Availability The first author has transcripts of the data. This data is kept in a password protected computer file. The data cannot be made available to public to protect the study participants. Data would be available if there is a reasonable request. References Jansen J, Madhi SA. How to do social distancing in a shack: COVID-19 in the South African context. S Afr J Sci. 2022;118(5–6):1–3. Perumal N, Pillay R, Zimba ZF, Sithole M, Van der Westhuizen M, Khosa P, et al. Authoethnographic view of South African Social Work educators during the COVID-19:Highlighting social (in)justice. SWMW. 2021;57(4):393. https://doi.org/10.15270/57-4-964 . Ali W. Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. High Educ Stud. 2020;10(3):16–25. Dhawan S. Online learning: A panacea in the time of COVID-19 crisis. J Educ Technol Syst. 2020;49(1):5–22. World Bank. Overcoming poverty and inequality in South Africa: an assessment of drivers, constraints and opportunities. International Bank for Reconstruction and Development; 2018. Knoetze JJ. Online theological education within the South African context. HvTSt. 2022;78(1). Mossey JM, Haozous EA. Vulnerable populations: Disparate pain care. In: Christo PJ, Gallagher RM, Katzman JG, Williams KA, editors. Pain management in vulnerable populations. New York, NY: Oxford University Press; 2024. pp. 231–40. Getenet S, Cantle R, Redmond P, Albion P. Students' digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. Int J Educ Technol High Educ. 2024;21(1):3. Baloran ET. Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. In: Harvey JH, editor. Loss and trauma in the COVID-19 era. New York, NY: Routledge; 2024. pp. 134–41. Staley K, Randle E, Donaldson A, Seal E, Burnett D, Thorn L, et al. Returning to sport after a COVID-19 shutdown: Understanding the challenges facing community sport clubs. MSLJournal. 2024;29:107–27. Sahli S, Størdal K. Systematic review of socioeconomic factors and COVID-19 in children and adolescents. Acta Paediatr. 2024;113(3):384–93. Zimba ZF, Khosa P, Pillay R. Using blended learning in South African social work education to facilitate student engagement. J Soc Work Educ. 2021;40(2):263–78. Fung CY, Su SI, Perry EJ, Garcia MB. Development of a socioeconomic inclusive assessment framework for online learning in higher education. In: Garcia M, editor. Socioeconomic inclusion during an era of online education. IGI Global; 2022. pp. 23–46. Rueda MM, Cerero JF, Cerero DF, Meneses EL. Perspectives on online learning: Advantages and challenges in higher education. Contemp Educ Technol. 2024;16:ep525. O’Donnell AM, Hmelo-Silver CE. Introduction: What is collaborative learning? An overview. In: O’Donnell A, Chan C, Hmelo-Silver CE, Chinn C, editors. The international handbook of collaborative learning. New Rork and London: Taylor and Francis; 2013. pp. 1–15. Saeed MA, Ghazali K. Modeling peer revision among EFL learners in an online learning community. e-FLT. 2016;13(2):275–92. Adnan M, Anwar K. Online Learning amid the COVID-19 pandemic: Students' perspectives. JPSP. 2020;2(1):45–51. Fincher ME. Navigating the new normal: Strategic higher education leadership in the post-Covid shutdown world. In: Miller MT, Gearhart GD, editors. Handbook of research on the changing role of college and university leadership. IGI Global; 2021. pp. 120–33. Blasiman RN, Larabee D, Fabry D. Distracted students: A comparison of multiple types of distractions on learning in online lectures. JoSoTL. 2018;4(4):222. Wang Z, Li J, Wu D. Mind the Gap: Gender disparity in online learning platform interactions. M&SOM. 2023;25:2122–41. Neuman WL. Social research methods: Qualitative and quantitative approaches. 7th ed. Pearson Education Limited; 2014. Burns AC, Veeck A. Marketing research. Pearson Education; 2020. Creswell J. The use of mixing procedure of mixed methods in health services research. Med Care. 2013;51(8):e51–57. Gee E. Ecological systems theory in media research. In: Roskos-Ewoldsen DR, van den Bulck J, editors. The international encyclopaedia of media psychology. John Wiley & Sons, Incorporated; 2020. pp. 1–5. Darling N. Ecological systems theory: The person in the center of the circles. RHD. 2007;4(3–4):203–17. Samsudin MA. Digital Learning Landscape in Malaysia during the COVID-19 Pandemic: The Perspective of Ecological Techno-Subsystem Theory. JICE. 2021;24(2):131–51. Senk C. Why does this have to be so hard? Perinatal experiences from an Ecological Systems Approach. Antioch University; 2024. Bdair IA. Nursing students' and faculty members' perspectives about online learning during COVID-19 pandemic: A qualitative study. Teach Learn Nurs. 2021;16(3):220–6. Erasmus Z. Learning with letters: epistolary pedagogy in anthropology at the University of the Witwatersrand during the COVID-19 pandemic. ASnA. 2021;44(3):123–37. Catalano A, Torff T, Anderson K. Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts. Int J Inf Educ Technol. 2021;38:258–70. https://doi.org/10.1108/ijilt-06-2020-0111 . Akpınar E. The Effect of Online Learning on Tertiary Level Students Mental Health during the Covid-19 Lockdown, 2021. Yuliansyah A, Ayu M. The implementation of project-based assignment in online learning during covid-19. J Engl Lang Teach Learn. 2021;2(1):32–8. Bora GSGS. Challenges of online learning: digital inequality in the context of India. J Arch Egyptol. 2021;18(4):4234–9. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6776242","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":481288647,"identity":"feaae626-e88a-4a9a-a637-2905038f09fa","order_by":0,"name":"Roshini Pillay","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABB0lEQVRIie3RsUrDQBzH8d8RuCwXuv6F0LzCiWAUin2VBkGXujoVTSlcFvV5HBMO6hLqA3RJlkx9AAsWvATbqWc7FrzvEDj4f/jfEcDlOs04RiDA86Y5MDDH4wlLDbkDP8JsRzqicXBNnGVNVb9fIfYNWavP5C3KKnxNMOyl+0lYlrFMSsL1jKXFq1omigvJXubwKN9PiMacEkWQ2mwJ1PLBECBIzf2s5L7ZkWKjFob4FdukEJGVjC53RAcqNwTSM1tI2ogoOyLat+hwcfus+FjqcE7y3Eb8rDlbq6d+3NNFvXq8uYhmH3W9mgyGfQvZJmT7Zb//xAzT3/NtHcH34UGXy+X6f/0AGHZUGRAS4OwAAAAASUVORK5CYII=","orcid":"","institution":"The University of the Witwatersrand","correspondingAuthor":true,"prefix":"","firstName":"Roshini","middleName":"","lastName":"Pillay","suffix":""},{"id":481288648,"identity":"35c94076-2319-4da6-8d60-b0af4cd78074","order_by":1,"name":"Rito Maluleke","email":"","orcid":"","institution":"The University of the Witwatersrand","correspondingAuthor":false,"prefix":"","firstName":"Rito","middleName":"","lastName":"Maluleke","suffix":""}],"badges":[],"createdAt":"2025-05-29 11:53:21","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6776242/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6776242/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":86218341,"identity":"c5e0b9aa-b28d-4dd9-8896-3adfefa7493d","added_by":"auto","created_at":"2025-07-08 06:26:37","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":128236,"visible":true,"origin":"","legend":"\u003cp\u003eOwn drawing adapted from Bronfenbrenner Ecological System Theory [27]\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-6776242/v1/2a0972b70545ecf199e06a31.png"},{"id":86219429,"identity":"ac1d0645-5358-4f05-9257-d934b2d7941a","added_by":"auto","created_at":"2025-07-08 06:42:35","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1060416,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6776242/v1/00927f74-a770-4d6a-88c5-83da8850c9bd.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Lived experiences of vulnerable social work students during the COVID-19 pandemic engaged in emergency remote learning in Johannesburg","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eThe COVID-19 pandemic impacted students worldwide, affecting them socially, economically, emotionally, and academically, with the most vulnerable students from poorer backgrounds bearing the brunt. In South Africa, structural challenges such as poverty, food insecurity, and gender-based violence became more pronounced. For students from low-income backgrounds, managing the lockdown posed unique difficulties as campuses closed and all learning shifted online on 18 March 2020 [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. The key challenge of online learning stems from the readiness of contact educational institutions across South Africa to transition to emergency remote online learning (EROL) [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e]. Factors that shaped the perspectives and experiences of students regarding EROL included differences in infrastructure at individuals\u0026rsquo; homes, the ability of individuals to work independently, access to devices, and internet connectivity. Despite these challenges, some participants found learning from home to be a pleasant experience, as they were emotionally supported by their families during a period of global stress.\u003c/p\u003e\u003cp\u003eThe University of the Witwatersrand (Wits) implemented various measures to support students during online learning. These initiatives included lending devices to facilitate online engagement, providing data packages, and granting free access to Wits sites for the duration of the pandemic. Some students who lived on campus benefited from 24-hour Wi-Fi access, dedicated study spaces, and no responsibilities related to food preparation, allowing them to focus more on their studies. Although this study took place three years after the pandemic, when most higher education institutions had reopened, the education ecosystem continues to recover and adapt to post-pandemic challenges.\u003c/p\u003e\u003cp\u003eThis paper focuses on some of the advantages of online learning, as well as the economic and gender inequality challenges faced by university students when engaging in online learning, and the mental and emotional challenges encountered.\u003c/p\u003e"},{"header":"2 Literature review","content":"\u003cp\u003eThe shift to online learning was essential for enabling students to continue their academic work throughout the COVID-19 pandemic while helping to limit the spread of the virus [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Students were required to actively participate, collaborate, and interact with university lecturers through online learning platforms, utilising technological resources such as computers and smartphones [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]. However, online learning presented numerous disadvantages and could be considered an ineffective learning method for many students due to the challenges it brought. Beyond ongoing technical issues, students experienced reduced interaction with lecturers, which significantly impacted their academic performance. This review considers the economic realities in South Africa and examines why this sample of students was regarded as a vulnerable population.\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Economic inequality\u003c/h2\u003e\u003cp\u003eThe World Bank (2018) identified South Africa as a country with extreme inequality and high unemployment [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. Since the African National Congress (ANC) came into power, significant strides have been made in providing essential services such as water, healthcare, and electricity [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. However, inequalities remain deeply entrenched. In August 2021, amid the COVID-19 pandemic, South Africa recorded an unemployment rate of 34.4%, setting a new high. The participants in this study were primarily recipients of the National Student Financial Aid Scheme (NSFAS), a programme that assists academically qualified students from disadvantaged backgrounds to access higher education after completing high school.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Vulnerable populations\u003c/h2\u003e\u003cp\u003eA vulnerable population refers to a group of individuals at a disadvantage or at risk due to an inherent quality or social status they hold [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. In this study, the term \"vulnerable population\" specifically refers to a group of nine students from resource-scarce backgrounds who relied on NSFAS and other bursaries for financial support. These students shared their experiences and perceptions of online learning, revealing a range of knowledge and attitudes toward the challenges and opportunities it presented.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Knowledge, attitudes and coping mechanisms\u003c/h2\u003e\u003cp\u003eThe pandemic presented enormous mental health challenges, such as worry and uncertainty. Students had to adapt to new coping strategies to manage the anxiety associated with online learning. Some students experienced a loss of security, while others faced a loss of routine [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Different students had varying experiences and perceptions regarding online learning. Some research indicates that more students held a positive attitude and had favourable experiences with online learning, particularly those who possessed knowledge and experience with computers and technology [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. Conversely, students with a negative attitude towards online learning often lacked knowledge and ICT skills, which made them resistant to changes in their learning environment. They also feared adapting to new technology and were concerned about exposing their ignorance. Various factors affected the experiences of vulnerable populations during the COVID-19 pandemic.\u003c/p\u003e\u003cp\u003eOther mental health challenges were that some students experienced post-COVID conditions, which include symptoms such as sleep problems, depression, anxiety, and difficulty thinking or concentrating [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. The social isolation and distance may affect students' participation during lectures or classes due to the long period of online learning. The impact of the pandemic has affected students, and now, post-pandemic, more resources are needed to combat pandemic-related stress, adapt instructional plans, enact safety measures, and compensate for the lack of in-person schooling [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eSome students report ongoing anxiety and post-traumatic stress disorder (PTSD) resulting from the pandemic's impact [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], which may negatively affect their academic performance. This lingering stress can lead to a decline in motivation and school engagement, impacting academic success. Research also indicates that the lack of in-person schooling increased stress levels, potentially affecting students' neurodevelopment, mental health, and long-term outcomes, particularly for those from economically disadvantaged backgrounds. In the post-pandemic context, students are less likely to face renewed lockdowns due to the development of effective COVID-19 treatments.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.4 The impact of socio-economic factors on students\u003c/h2\u003e\u003cp\u003eThe socio-economic status was a determining factor for students' access to stable Wi-Fi and the resources needed to engage in their academic work. Therefore, the pandemic had a more detrimental impact on students from low socio-economic backgrounds than on those from high socio-economic backgrounds. Online learning may have worked for students from high socio-economic backgrounds, who had stable internet connections and secure housing, but those from low socio-economic backgrounds are more likely to continue struggling emotionally and academically due to the pandemic's impact [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e]. Thus, socio-economic background was a challenge for students and hindered some students' ability to thrive in online learning.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e2.5 Advantages of online learning\u003c/h2\u003e\u003cp\u003eDespite the impact and challenges that students faced with online learning, there were also benefits to this mode of education. The first advantage was that it made it easier for students to access lecture content provided by their lecturers. Online learning became more beneficial as it improved the quality of some courses, allowing them to better meet students' needs and giving students the opportunity to teach themselves [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eAdditionally, online learning offered flexibility, breaking down the barriers of distance typically associated with traditional education and enabling students to learn at their own pace and in their own time. Lastly, online learning allowed students to save time and money on transportation to attend lectures. Overall, online learning provided various advantages that would continue to impact students' learning even after the pandemic.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e2.6 The value of collaborative in an online learning\u003c/h2\u003e\u003cp\u003eIn light of the challenges associated with online learning, collaborative learning gained increased value. When students work together, they tend to be more engaged and motivated compared to working individually [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Research indicates that collaborative learning fosters higher-level thinking skills, as students engage in debates, discussions, and problem-solving activities with their peers [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. This process also enhances students' self-esteem and sense of responsibility.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e2.7 The value of revision in enhancing learning in an online environment\u003c/h2\u003e\u003cp\u003eRevision plays a crucial role in learning, as it fosters independence and allows students to review their academic work at their own pace and in their preferred way. Online learning enhances the effectiveness of revision by enabling students to revisit topics covered in lectures, which supports memory retention and reinforces learning [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Through revision, students are able to consolidate knowledge into their long-term memory, allowing them to recall information long after completing their studies [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e2.8 Challenges of online learning\u003c/h2\u003e\u003cp\u003eDespite the various advantages of learning and teaching with technology there were many challenges as will be explained next.\u003c/p\u003e\u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\u003ch2\u003e2.8.1 Technical challenges\u003c/h2\u003e\u003cp\u003eConsidering that the students come from different backgrounds, their experiences with online learning and perceptions regarding it were diverse. Students from poor socio-economic backgrounds faced more challenges with online learning, as it required access to technological devices and the internet to engage with lecture content and interact with their peers and lecturers regarding their academic work [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Online learning was particularly difficult for them, as they and their parents could not afford the laptops, computers, or smartphones needed to attend the synchronous lectures conducted during the day. In contrast, students from middle and high socio-economic backgrounds encountered fewer challenges with access to online learning, as they could easily afford the necessary technological devices and data for their academic work [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eA study was conducted at the University of Pretoria as part of the Scholarship of Teaching and Learning research project to determine whether South Africa\u0026rsquo;s higher education system was equipped for online education. The findings indicated that students reported challenges with online learning due to national infrastructure issues, including load-shedding, lack of preparedness, and insufficient access to technological resources [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eOnline learning involves technical problems; many students are not very familiar with it, which delays feedback and interaction between them and their lecturers. The technical issues include computers not turning on, slow internet connections, Windows update problems, laptops freezing or becoming slow during lectures, load-shedding, devices crashing during lectures, limited data during the day, and students being unable to attend live or synchronous lessons [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThese challenges create feelings of frustration among students, affect their performance, and influence their perceptions and experiences regarding online learning. Some university students received technological devices, such as laptops, from their universities, which helped them access online lectures, while others received these devices late, making it very challenging for them to progress with their academic work during the COVID-19 pandemic [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e2.8.2 Distractions at home\u003c/h2\u003e\u003cp\u003eOne of the challenges of online learning in the student's environment was the presence of distractions at home, which interfered with their attention during online classes or lectures. Students attended these lectures in their home environments, where some faced overcrowding and background noise created by parents or siblings [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Such disturbances distracted students, as their parents or siblings would often engage them in conversation or innocently ask questions. Students could manage these distractions by becoming more organised, planning their assignments, and avoiding procrastination.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section3\"\u003e\u003ch2\u003e2.8.3 Gender disparities in the distribution of household chores\u003c/h2\u003e\u003cp\u003eDuring the COVID-19 pandemic, girls took on a larger share of household chores, including cooking, cleaning, and tidying [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. This placed them at a disadvantage, as these responsibilities took up time that could have been used for online learning and academic work. The additional workload reduced their opportunity to attend online lectures and complete assignments, ultimately giving boys an advantage, as they were often not expected to perform the same household duties.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section3\"\u003e\u003ch2\u003e2.8.4 Inadequate Support Strategies at Wits University During the COVID-19 Pandemic\u003c/h2\u003e\u003cp\u003eDuring the focus group discussions, the student participants shared their views on the support strategies Wits University implemented during the COVID-19 pandemic. Some students expressed that the institution could have done more to assist them with the transition from face-to-face to online learning. While the university did provide laptops and data to facilitate this shift, several participants felt that the support fell short of their needs. They highlighted a lack of training on technology, which left many students without the skills required to effectively engage in and navigate online learning. Although some students appreciated the resources provided, they felt that additional technological support and training would have made a significant difference in their learning experience.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"3 Methods","content":"\u003cp\u003eThe study utilised a qualitative research approach to explore students' perceptions of online learning, employing a case study design to examine the experiences of social work students. The population included all social work students at Wits, from which a purposive sample of nine third- and fourth-year students funded by NSFAS and other bursaries was selected. The inclusion criteria encompassed students actively engaged in online learning, both male and female, enrolled at Wits, and between the ages of 18 and 23. Purposive sampling was advantageous as it allowed the researcher to select participants aligned with the study\u0026rsquo;s objectives, ensuring that each provided unique and valuable insights [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. Data were collected through a focus group schedule, with two face-to-face focus groups conducted post-lockdown.\u003c/p\u003e\u003cp\u003eOne of the advantages of a focus group is that it allows the researcher to gather information from different people simultaneously, and it does not cost money to conduct [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Focus groups do not require significant financial resources and are very easy to organise. Another advantage of focus groups is that they enable the researcher to gather richly detailed data and allow for follow-up questions if further clarification is needed from the participants [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Focus groups facilitate the provision of information more quickly than if participants were providing information individually. They enable the researcher to collect more detailed data, making it easier to gather insights and feedback from the participants.\u003c/p\u003e\u003cp\u003eTo collect data, the researcher organised a date and location for recruiting participants at Wits University and posted a flyer inviting students to participate in the study. From the volunteers, a focus group was formed based on the study\u0026rsquo;s criteria and sampling strategy. The researcher coordinated the day and time for the focus group discussion, negotiating with participants to ensure their availability. All participants were made aware of the research through a participant information sheet and signed a consent form to be part of the research and to have the focus group audio recorded. Participants were made aware that the transcripts can be used for a publication at a later date. Data were analysed using thematic analysis, which involves identifying, analysing, and interpreting patterns of meaning in the collected data [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. The study was unconditionally approved by the University of the Witwatersrand Non-medical ethics committee, Protocol Number SW22/08/15 on 14 September 2022. Pseudonyms were used in this report to protect the identity of the participants.\u003c/p\u003e"},{"header":"4 Theoretical framework: Ecological systems theory","content":"\u003cp\u003eThe theoretical framework underpinning this study is the ecological systems theory, developed by Urie Bronfenbrenner in 1979 [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. This theory emphasises the influence of an individual\u0026rsquo;s surroundings or environmental context on their behaviours [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] and provides a framework for examining participants' relationships within their community and the broader society. The researcher used this theory to gain insight into the environmental systems that influence students\u0026rsquo; perceptions and experiences of online learning during the COVID-19 outbreak. The theory encompasses four interconnected systems: the microsystem, mesosystem, exosystem, and chronosystem [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Microsystem\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003emicrosystem\u003c/em\u003e is the environment closest to an individual [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. In this study, it includes the students' university and place of residence. This system provides insight into how students\u0026rsquo; immediate environments, such as their campus or home, influence their experiences and perceptions of online learning.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Mesosystem\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003emesosystem\u003c/em\u003e encompasses interactions between an individual\u0026rsquo;s microsystems [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. In this study, it includes the support students receive from their parents, such as allowing them time and space to attend online lectures without interruptions, which may positively impact their perception and experience of online learning during the COVID-19 outbreak. Additionally, the mesosystem includes Information and Communication Technology (ICT) tools, such as laptops, computers, and smartphones.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Macrosystem\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003emacrosystem\u003c/em\u003e involves a collection of people who usually share common values and beliefs [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. It encompasses the larger culture as a whole. In the research study, this system includes the socioeconomic backgrounds of the students, the Wits student community, and load-shedding. These factors play a significant role in the research, as they impact students' access to online learning resources, such as laptops or computers, and their attendance of online lectures.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e4.4 Techno-subsystem\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003etechno-subsystem\u003c/em\u003e is a subsystem of the ecological systems theory. It is a system where the interactions between humans and non-humans intersect [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. The techno-subsystem functions as a microsystem in which direct interactions with technology occur [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. In this research study, the techno-subsystem encompasses the technological resources that students use for online learning, such as computers, laptops, and internet data. It also includes the technical issues that students encounter while engaging in online learning, such as load-shedding, Windows updates, and computers not turning on during lectures.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e4.5 Exosystem\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003eexosystem\u003c/em\u003e is a system that does not actively involve an individual but can have an impact on them [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. In this research study, the exosystem includes the students' household income or their guardians' employment. If a student's household income is high, they may be able to purchase technological resources and devices. Conversely, if their household income is low, it could hinder their access to these necessary resources for attending online lectures. This, in turn, may influence the students' experiences and perceptions of online learning during the outbreak of COVID-19. The final system is the chronosystem.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e4.6 Chronosystem\u003c/h2\u003e\u003cp\u003eThe \u003cem\u003echronosystem\u003c/em\u003e involves the environmental events that occur over time [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. In the research study, this system referred to the COVID-19 pandemic, which began in March 2020 in South Africa and resulted in students transitioning from face-to-face lectures to online learning. The pandemic itself can also influence students\u0026rsquo; perceptions and experiences regarding online learning.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e illustrates the theoretical framework that underpins the research study: the ecological systems theory. At the core of the diagram is a learner, which in this research study represents university students. Adjacent to the students is the first system, the technological system, which examines the individual\u0026rsquo;s interaction with the internet. This system falls under the microsystem because home-based technology use occurs within the individual\u0026rsquo;s immediate environment. The figure provides examples of the techno-subsystem, including e-books, computers, cell phones, the internet, and software, which are factors that may affect the students\u0026rsquo; perceptions and experiences regarding online learning. The diagram also displays the various other systems involved in the theory, along with their definitions. The systems defined in the figure include the microsystem, the techno-subsystem, mesosystem, macrosystem, exosystem, and chronosystem.\u003c/p\u003e\u003c/div\u003e"},{"header":"5 Findings","content":"\u003cp\u003eThis section presents the study\u0026rsquo;s findings, covering topics such as the value of family support and the various challenges participants encountered.\u003c/p\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e5.1 Benefits of online learning\u003c/h2\u003e\u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\u003ch2\u003e5.1.1 Family support\u003c/h2\u003e\u003cp\u003eOne advantage of online learning was that students could receive full emotional and social support from their families while engaging in their academic work, regardless of their location. During the focus group discussions, one participant, Lisa, shared her experience:\u003c/p\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eFor me, no, for me, like I actually enjoyed the fact that I could be home, like spend time with the family but also be able to do like my school. I think that also is kind of like an encouragement, having like a good support system. Even when you got that you that with your family and relatives around, you could be fully supported\u003c/em\u003e\u0026rdquo; (Lisa).\u003c/p\u003e\u003cp\u003eLisa\u0026rsquo;s experience highlights the benefit of family support as one of the key advantages of online learning. Being at home allowed students to engage in academic work while receiving support from their families during the pandemic. This advantage connects to the mesosystem in the ecological systems theory, which focuses on the interactions between various microsystems that directly influence individuals [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Family support aligns with the mesosystem, as it includes the student\u0026rsquo;s immediate environment \u0026ndash; family, peers, teachers, school, place of worship, and neighbourhood \u0026ndash; that provides crucial support to students.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003e5.1.2 Collaborative online learning in online forums\u003c/h2\u003e\u003cp\u003eAnother advantage of online learning was that it made it easier for students to participate and engage in lecture discussions and content, as they could use technological devices to attend lectures. Online learning did not require students to be physically present to engage in their academic work with lecturers and classmates, which reduced social anxiety for students who experienced it. One research participant, Thabang, reported, \u0026ldquo;\u003cem\u003eBecause I am socially awkward, and I didn\u0026rsquo;t feel like I could participate in the class discussions and to be able to ask questions to the lectures, but with online learning, I could, which helped to improve academic performance\u003c/em\u003e\u0026rdquo;. This quote demonstrates how online learning was beneficial for some students who experienced social anxiety, as it allowed them to feel more comfortable interacting and engaging in lecture discussions remotely. This advantage of online learning links to the techno-subsystem of ecological systems theory [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e], which focuses on the intersection of human and non-human interactions and the interconnection between students and technology.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\u003ch2\u003e5.1.3 Allows for students to revise and revisit lecture content efficiently\u003c/h2\u003e\u003cp\u003eAnother advantage of students using online learning was that it made it easier for them to revise their academic work, as they could access their lecture content or discussions anytime and from anywhere. Another student participant, Tshembho, who took part in the focus group discussion, reported:\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eYes, it does have its advantages, cause like when let\u0026rsquo;s say you are watching a lecture video and you have the opportunity to rewind; it actually allows you to do that, and that would be very advantageous, the fact that you can actually rewind it\u003c/em\u003e\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis quote from research participant Tshembo illustrates how online learning allows students to revisit lecture content by watching recorded lectures and reviewing the material. This repetition enhances academic performance by enabling students to engage more deeply and effectively with the content. This approach made it easier for students to understand what was being taught at their respective institutions during lecture lessons [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. By listening to and repeating the lectures, students were able to improve their academic performance.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e\u003ch2\u003e5.2 Challenges of online learning\u003c/h2\u003e\u003cdiv id=\"Sec29\" class=\"Section3\"\u003e\u003ch2\u003e5.2.1 Lack of self-discipline/regulation\u003c/h2\u003e\u003cp\u003eThe first challenge students reported with online learning was a lack of self-discipline and self-regulation. Participants noted that the comfort of home made it difficult to attend lectures on time, as it was easy to lose focus and motivation in a home environment [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. During the focus group discussions, one participant, Pethu, shared:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;But I feel like another challenge is also not being forced to attend classes, which would have like if you like for example, if you're not forced to attend class at last, and you would have fallen back on your school work because, yeah, and if you're not keeping a record of, you know\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e\u003cp\u003eThe research participants also indicated that online learning was challenging for them as they struggled with self-regulation. The students noted that they found it difficult to regulate themselves, unlike in face-to-face learning, where they were able to stay motivated to complete their academic work, attend lectures, and meet assessment deadlines. Marry, who was also a participant in the focus group discussion, reported, \u003cem\u003e\u0026ldquo;Okay, so I think the provision of data was okay. But the problem is on some mobile networks, like Telkom, the data doesn't work. It only works after midnight and starts at 7pm; that is the problem\u0026rdquo;.\u003c/em\u003e\u003c/p\u003e\u003cp\u003eWits provided university students with 10 GB of data during the day and 20 GB at night, depending on the networks they were using [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. For some students, online learning was therefore challenging, and they held a negative perception of it because they could not attend online lectures when their mobile networks, for which the institution had provided data, did not work during the day. This disadvantage of internet connectivity issues in online learning relates to the techno-subsystem within ecological systems theory. The techno-subsystem encompasses the use of technology for human interaction [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Internet connectivity issues fall under this subsystem, as students encounter these challenges when relying on technological resources for online learning and academic tasks.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec30\" class=\"Section3\"\u003e\u003ch2\u003e5.2.2 Challenges faced by students from poor economic backgrounds\u003c/h2\u003e\u003cp\u003eTo provide a supportive learning environment where students can interact effectively with lecturers and other students, technological resources such as access to a computer or other associated devices and internet connectivity are required [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. However, a significant challenge that students from lower socioeconomic backgrounds must overcome to engage in online learning is the absence of the necessary resources to access the internet and computers [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Online learning requires university students to use technological devices and data to engage with and access course materials. Students from economically disadvantaged backgrounds often struggle with internet access and experience glitches when using online platforms for their academic work. Some students find it challenging to afford data due to its high cost. Phindile, a participant in the focus group discussion, reported, \u0026ldquo;\u003cem\u003eSo for us who live in rural places or locations, it's not really easy to have like Wi-Fi or like fibre, like stuff like that. So we had to depend on data, which was very expensive for online learning\u0026rdquo;.\u003c/em\u003e This demonstrates how students from poor backgrounds struggle to obtain funds for data and attend lectures for their academic work.\u003c/p\u003e\u003cp\u003eAnother challenge faced by students from low-income backgrounds in engaging with their academic work was the distracting nature of their home environment. Data collected reveals that, while participating in online learning, students struggled to find a conducive study space due to the presence of family members, a challenge that intensified during the COVID-19 pandemic. In response, the institution provided essential resources, including laptops and other technological devices, which proved helpful to students. Additionally, e-counselling was offered through the CCDU to support students' mental and psychological well-being during the shift from in-person to online learning. However, some participants indicated they were unaware of the CCDU services available at Wits, and those who were aware often found access insufficient. The CCDU website frequently became overwhelmed with high traffic, limiting its effectiveness. Queen, one of the student participants in the research study, also reported that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eI think wasn\u0026rsquo;t it enough at the time because there are a lot of people actually visiting the site, even stopping. I used to go to the site; I've just got to go and leave it because I find it pointless. I need help now and then. I can't actually reach them; the time I lose them, by then, I'm fine. So you can point this in the way\u003c/em\u003e\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe excerpt illustrates that while some students were aware of the e-counselling services, others encountered difficulties accessing them due to the high demand, which limited timely support for those seeking help during that period.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec31\" class=\"Section3\"\u003e\u003ch2\u003e5.2.3 Power outages and load-shedding\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eOnline learning presented additional challenges related to students' structural external environments, notably load-shedding. This issue affected students across various social backgrounds, often disrupting their online classes and impeding their academic progress. Khanyi, a participant in the research study, shared during a focus group discussion with other students that\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Load-shedding was a problem that would actually make it difficult for efficient use of online learning, And then you get surprise load-shedding, you know, and you're like, well, that's the next day. And then literally happens and someone steal their cable, and you don't have one\u003c/em\u003e\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe above quote illustrates how some university students faced challenges due to load-shedding, which varied depending on their home environment. Many students experienced power outages in their hometowns during scheduled lecture times, making it difficult to attend online classes throughout the COVID-19 pandemic. This finding aligns with the exosystem in Ecological Systems Theory, which, while not directly influencing students, can still impact them [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. The exosystem represents the second outermost layer, encompassing broader settings that indirectly affect individuals by influencing the microsystems they are part of. Some students faced the challenge of load-shedding during their scheduled online lecture times throughout the pandemic.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec32\" class=\"Section3\"\u003e\u003ch2\u003e5.2.4 Difficulty listening and concentrating in online lectures\u003c/h2\u003e\u003cp\u003eHowever, some of the research participants indicated that online learning was challenging for them during the COVID-19 pandemic. One disadvantage experienced by the participants was their difficulty in listening and concentrating during online lectures, as they attended these sessions from different social environments during the pandemic. Tshepang, one of the participants in the focus group discussion, reported that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I like, I think I like the whole, like being in class thing, you know, like, because I knew that, okay, at this time I'm supposed to be in class and then after I leave class, but then I wake up like five minutes before the lecture starts and I'm asleep. I'm not even, I feel like I didn't even learn anything cause I was, like, half the time, not even listening to what they're saying\u0026rdquo;\u003c/em\u003e.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThis quote by Tshepang demonstrates how some students may have found online learning challenging, as they struggled to pay attention to lectures while managing their academic work from the comfort of their homes. Online learning requires students to focus on the screens of computers or laptops for extended periods, which can be difficult for some, as they easily get distracted by their surroundings or engage with other social media platforms while attending online lectures [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec33\" class=\"Section3\"\u003e\u003ch2\u003e4.2.5 Technical challenges\u003c/h2\u003e\u003cp\u003eTechnical challenges were experienced by students during online learning, as some students' laptops would glitch and suffer from low bandwidth during lectures. Others faced load-shedding, causing their laptops to restart mid-lecture, which disrupted their learning [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. Oratile, a participant in the focus group discussion, reported that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;So even if like you do have Wi-Fi and then for some reason it just glitches in the middle of class, and then like it's like when like when you're in classes and then the Wi-Fi glitches, and then you only heard one word from an entire paragraph, you don't even know what they saying\u003c/em\u003e\u0026rdquo;.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eTechnical challenges are linked to the techno-subsystem of the ecological systems theory. This system involves technical challenges such as network signals, internet connectivity, and Windows updates that students encounter when engaging in online learning.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec34\" class=\"Section3\"\u003e\u003ch2\u003e4.2.6 Distractions at home\u003c/h2\u003e\u003cp\u003eSome participants reported that a significant challenge they faced with online learning was the constant distractions within their home environments. They noted that these distractions often led to procrastination with their academic work. Additionally, they mentioned the difficulty of managing their time and balancing social and academic responsibilities. One participant, Kate, shared that\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u0026ldquo;\u003cem\u003eIt does have difference; I hated online learning because like I'm at home and every two minutes my mom is calling me. Yeah. Yeah, so it's kind of like the home environment for me isn't very conducive to study because I'm at home and as soon as I get tired of studying, okay, let me go chat, chat to my mom and I got distracted and then it's just then I'm no longer, I no longer have the energy\u003c/em\u003e\u0026rdquo;.\u003c/p\u003e\u003cp\u003eThis quote demonstrates how online learning created difficulties for some students in finding a conducive space to fully concentrate on their academic work. Many student participants reported that their home environments were not suitable for focused study. This challenge of home distractions connects to the microsystem of ecological systems theory. The microsystem comprises the student\u0026rsquo;s immediate environment, including interactions with peers, teachers, and family members, which directly impact their daily experiences [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec35\" class=\"Section3\"\u003e\u003ch2\u003e4.2.7 Gender inequality regarding household chores\u003c/h2\u003e\u003cp\u003eDuring the COVID-19 pandemic, as students engaged in online learning, an aspect of gender inequality particularly affected female students. Many females were required by their parents or guardians to complete household chores before attending to their academic work or participating in online learning [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. One female participant in the focus group discussion reported,\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;Well, for me, I felt demotivated uh in that sense of when we are at home; no one is, is, is doing schoolwork. All they do is go to work or maybe like do house chores and all of that. But when we are in the, well when I'm in the school environment, I'm able to be, well, other students might motivate me in a way to study\u003c/em\u003e\u0026rdquo; (Nkateko).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe majority of male students were not required to do any household chores by their parents or guardians. This situation adversely affected female students, as they often had to attend online lectures late or miss them altogether due to completing household chores beforehand.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5 Conclusion","content":"\u003cp\u003eThis research study provided an opportunity to examine students\u0026rsquo; perceptions and experiences with online learning during the COVID-19 pandemic. The shift from face-to-face learning enabled an exploration of new approaches to academic engagement. Findings from this study offer insights into how the institution might incorporate flexible teaching and learning models in the future. As online learning becomes a regular aspect of higher education, students with key personal attributes, such as self-regulation and self-efficacy, tend to report more positive experiences. This study specifically explored the experiences of social work students, revealing a mix of positive and negative perceptions, though negative experiences were more prevalent. The study provided recommendations that university students can adopt to enhance academic performance during times of crisis.\u003c/p\u003e"},{"header":"6 Implications for future disasters","content":"\u003cp\u003eOne of the implications of the research study is that accessible learning materials should be provided for students to facilitate their engagement in academic work during times of disaster. Digital resources, in particular, should be made available for students from resource-scarce backgrounds. The data on students' perceptions of online learning has highlighted the necessity for students to connect with their lecturers and peers, the importance of resources for a quality learning experience, and the need for intentional skills to ensure a successful online learning experience. Another implication of the research study is that in the event of a disaster, there should be preparedness to transition to online learning and training, and educational integration should be made available for online curricula. The final implication of the study is that external funders should provide financial support for students to acquire the devices and resources needed to continue engaging in their academic work during times of disaster.\u003c/p\u003e"},{"header":"7 Recommendations for future research","content":"\u003cp\u003eThe recommendations for students engaging in online learning include planning, staying accountable, adjusting, and being open to new learning experiences. Students should plan ahead before participating in online activities such as lectures or group discussions. They must also submit their academic work on time, attend sessions promptly, and complete their assignments and tests early. Doing these things will enhance students' perceptions and experiences of online learning. Additional strategies include self-regulation, having a good support system, and speaking up whenever students face challenges. Parents are encouraged to support their children by engaging in open and honest conversations, listening to them, building resilience, and monitoring their social engagements. For the social work discipline, it is recommended to include more practical applications of theories and to foster greater empathy from lecturers towards students engaged in online learning.\u003c/p\u003e"},{"header":"8 Limitations","content":"\u003cp\u003eA primary limitation of the study was time constraints, which prevented the researchers from interviewing as many participants as initially planned. Additionally, the study encountered challenges with participant bias and an unrepresentative sample size. Some participants provided biased responses during the focus group discussions, which may have affected the objectivity of the findings. The limited sample size posed another issue, as it was not assured that students fitting the established criteria would be available. Although the study aimed to include twelve participants, balanced by gender, it ultimately included only nine participants, all of whom were female.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eThe study received unconditional ethical clearance by the University of Witwatersrand Non-Medical Committee South Africa. The ethical clearance Protocol Number is SW22/08/15. All methods were carried out in accordance with relevant guidelines and regulations.\u003c/p\u003e\n\u003cp\u003eInformed consent was obtained from all individual participants included in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests\u003c/p\u003e\n\u003ch2\u003eCorresponding author\u003c/h2\u003e\n\u003cp\u003eCorrespondence to [email protected]\u003c/p\u003e\n\u003ch2\u003eFunding Declaration\u003c/h2\u003e\n\u003cp\u003eThere was no funding or grant received for this article.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eRM completed the research RP was her supervisor RP assisted RM to write the article. RM and RP reviewed the article\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eThe first author has transcripts of the data. This data is kept in a password protected computer file. The data cannot be made available to public to protect the study participants. Data would be available if there is a reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eJansen J, Madhi SA. How to do social distancing in a shack: COVID-19 in the South African context. S Afr J Sci. 2022;118(5\u0026ndash;6):1\u0026ndash;3.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003ePerumal N, Pillay R, Zimba ZF, Sithole M, Van der Westhuizen M, Khosa P, et al. Authoethnographic view of South African Social Work educators during the COVID-19:Highlighting social (in)justice. 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Challenges of online learning: digital inequality in the context of India. J Arch Egyptol. 2021;18(4):4234\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-global-society","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Global Society](https://www.springer.com/journal/44282)","snPcode":"44282","submissionUrl":"https://submission.nature.com/new-submission/44282/3","title":"Discover Global Society","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"COVID-19, Experience, NSFAS, Online learning","lastPublishedDoi":"10.21203/rs.3.rs-6776242/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6776242/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eWhile the COVID-19 pandemic had a profound impact worldwide, it created particular challenges for a group of South African higher education students who relied on bursaries to fund their studies. This article highlights the experiences of these students, especially the difficulties they faced in adapting to emergency remote online learning during lockdown. Confronted with various new stressors, students were compelled to develop coping strategies to navigate this \"new normal\". This article presents findings from a qualitative study conducted post-pandemic. Data were gathered from two focus groups, consisting of nine third- and fourth-year social work students funded by the National Student Financial Aid Scheme (NSFAS) and other bursaries. The study offers insight into the lived experiences of these students from low socioeconomic backgrounds, examining the obstacles they encountered and the strategies they employed to manage these challenges. Thematic content analysis was employed to interpret the data. The findings indicate that participants had both positive and negative experiences with online learning; however, students from economically disadvantaged backgrounds faced challenges, such as a lack of access to the technological resources necessary for engaging in online learning, including computers, laptops, or data. The data collected provides valuable insights into how these students learned during this period. The results of the study have the potential to influence policymaking and can be utilised to plan for future disasters.\u003c/p\u003e","manuscriptTitle":"Lived experiences of vulnerable social work students during the COVID-19 pandemic engaged in emergency remote learning in Johannesburg","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-08 06:18:30","doi":"10.21203/rs.3.rs-6776242/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-07-21T12:18:47+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-18T10:15:27+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-17T08:56:20+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-13T18:51:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"96481765497495028088781025428614368405","date":"2025-07-08T16:53:06+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"11994509217321967988340372607488187983","date":"2025-07-08T14:36:56+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-07-08T12:10:20+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"11488937104480530633411651832886844323","date":"2025-07-08T11:58:02+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"79481833082165911488814776831782232602","date":"2025-07-08T07:33:07+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"255244331755682194946764458570553116471","date":"2025-07-07T10:49:43+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"190747236354976662469623511673054019447","date":"2025-07-07T07:31:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"124487134827527900768664709311119539932","date":"2025-07-05T12:51:25+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"330086305363300095824965888977057436453","date":"2025-07-05T11:59:47+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"245970701604027751069584887877626429523","date":"2025-07-03T12:51:19+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"201360909289153530277423884153825971994","date":"2025-07-03T11:55:39+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-07-03T11:49:19+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-07-02T12:18:46+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-06-20T09:07:50+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Global Society","date":"2025-06-20T09:04:51+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-global-society","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"","sideBox":"Learn more about [Discover Global Society](https://www.springer.com/journal/44282)","snPcode":"44282","submissionUrl":"https://submission.nature.com/new-submission/44282/3","title":"Discover Global Society","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"cac8b56f-b218-43b0-b451-3759575fa580","owner":[],"postedDate":"July 8th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-10-13T13:38:16+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-08 06:18:30","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6776242","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6776242","identity":"rs-6776242","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}