- Title
- A qualitative systematic review exploring online learning experiences among university students during Covid-19: An African Context
- Creator
- Thoka, Tebogo https://orcid.org/0000-0002-6763-6367
- Subject
- Internet in higher education
- Subject
- Education, Higher -- Computer-assisted instruction
- Subject
- Communicable diseases
- Date Issued
- 2023-11
- Date
- 2023-11
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10353/28606
- Identifier
- vital:74472
- Description
- The sudden and immediate transition to online learning during the COVID-19 pandemic brought forth unprecedented challenges, particularly within the education sector. In Africa, this shift was necessitated by the need to safeguard lives and preserve the academic year. However, the absence of adequate contextual consideration introduced additional complexities, influencing how students in the African context navigated their learning experiences during this unique time.This study aimed to comprehensively synthesize the online learning experiences of university students in Africa amid the COVID-19 pandemic and evaluate the influence of these experiences on academic performance. Drawing from the systematic review protocol proposed by Hemingway and Brereton, seven (7) qualitative research articles were rigorously selected based on predefined inclusion criteria and meticulously examined.Thematic analysis of the chosen articles revealed two overarching themes. The first, "Emotional Distress," encapsulated students' experiences of anxiety, depressive emotions, and anger. Contributing factors included limited interaction opportunities, a sense of isolation, insufficient online learning resources, inflexible course structures, and non-conducive learning environments. The second overarching theme, "Growth," encompassed improvements in grades and enhanced self-directed learning abilities.These findings hold significant implications for the enhancement of online learning experiences in Africa. To address the challenges associated with emotional distress and foster growth, we propose the following recommendations: increased focus on social interaction and support mechanisms, equitable access to online resources, flexible course structures, and fostering conducive learning environments.
- Description
- Thesis (MA) -- Faculty of Social Sciences and Humanities, 2023
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (118 leaves)
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Social Sciences and Humanities
- Language
- English
- Rights
- University of Fort Hare
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
UFH Department of Psychology
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Thoka.pdf | 1 MB | Adobe Acrobat PDF | View Details Download |