First-year students’ experience with engaging with curricular online at a private higher education institution during COVID-19

Sumayya Khan and Thasmai Dhurumraj
Additional contact information
Sumayya Khan: M.Ed, B.Ed Lecturer/Programme Manager, School of Education, IIE’s Varsity College, Gauteng, South Africa
Thasmai Dhurumraj: PhD, Department of Science and Technology Education, University of Johannesburg, South Africa

International Journal of Research in Business and Social Science (2147-4478), 2023, vol. 12, issue 6, 267-274

Abstract: The year 2020 witnessed a paradigm shift commonly referred to as the "new normal" because to the unprecedented COVID-19 pandemic, which had a profound impact on the lives of several students across the globe. The significant transformation posed a perplexing situation for freshmen at higher education institutions. The implementation of COVID-19 limits precipitated an abrupt digital transformation for students, necessitating the surmounting of significant obstacles. This study aimed to investigate the experiences of first-year students enrolled at a private postsecondary institution in the context of online learning. The study additionally aimed to ascertain the difficulties encountered by individuals while accessing online learning amidst the current tumultuous circumstances. The study employed a qualitative methodology in response to its inherent character. A sample size of six students was chosen from a cohort of first-year students, while three lecturers who teach first-year students were picked using random selection techniques. The data was gathered through various methods, including face-to-face interviews, focus group talks, and questionnaires. Subsequently, the data was subjected to analysis utilizing the Nvivo program. The findings derived from the research indicate that it is imperative to comprehend the experiences, computer literacy skills, and perspectives of first-year students in order to offer suitable assistance to forthcoming first-year students engaging in online learning and ultimately enhance lecturers' online instructional methodologies. The findings additionally indicate that students encountered difficulties not only in adapting to online learning but also in dealing with various social and emotional elements that had an impact on their learning experience, hence exacerbating the issues they faced. Key Words:Beliefs, COVID-19, Learning, Online Teachings, Pedagogy

Date: 2023
References: Add references at CitEc
Citations:

Downloads: (external link)
https://ssbfnet.com/ojs/index.php/ijrbs/article/view/2763/1957 (application/pdf)
https://doi.org/10.20525/ijrbs.v12i6.2763 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:rbs:ijbrss:v:12:y:2023:i:6:p:267-274

Access Statistics for this article

International Journal of Research in Business and Social Science (2147-4478) is currently edited by Prof.Dr.Umit Hacioglu

More articles in International Journal of Research in Business and Social Science (2147-4478) from Center for the Strategic Studies in Business and Finance Editorial Office,Baris Mah. Enver Adakan Cd. No: 5/8, Beylikduzu, Istanbul, Turkey. Contact information at EDIRC.
Bibliographic data for series maintained by Umit Hacioglu ().