Emergent transition from face-to-face to online learning

Many universities have been forced to transit from face-to-face to online learning (e-learning) as a result of the coronavirus pandemic (COVID-19). Various challenges hinder disadvantaged students from realizing the full potential of e-learning. This study draws on a two-year postdoctoral qualitative research project conducted at university to explore students’ experiences of the transition from face-to-face to e-learning. Twenty-six students completing a curriculum studies program were purposively and conveniently sampled to generate data using reflective activity, Zoom group meetings and a What’s App one-on-one semi-structured interview. Findings articulate the digital divide as a hindrance to students realizing the full potential of e-learning, yet lecturers still want students to submit assessment tasks and engage with course activities on the Moodle learning management system.