Factors Affecting Online Learning for South African University Students: Social Presence, Digital Skills, and Digital Competence

University students require digital skills and digital competencies to take full advantage of online learning. Students engaging in online learning often feel isolated from their peers and because of a lack of social presence. The purpose of this chapter was to explain the digital skills, digital competencies, and social presence required for effective, online learning for students in a South African university. The extended general technology competency and use framework was used from a social presence theory perspective in the study reported in this chapter. A case-study approach was used, involving a highly-ranked university. A mixed-methods design was followed. Data were collected using an online questionnaire completed by 127 respondents, and semi-structured interviews with seven participants. Quantitative data were analysed using descriptive statistics and qualitative data were analysed using thematic analysis. The findings indicated that online communication, social context, and interactivity were a challenge to students when engaging in online learning. Students felt isolated from educators, which affected their online learning experience. The study contributes to the body of theory by adding social presence in general technology competency and use. The findings of the study contribute to policies such as lifelong learning in South Africa, and quality education towards achieving Sustainable Development Goal 4. The findings of the study also contribute to the body of knowledge regarding information and communication technology and education.