Challenges to eLearning and Teaching During COVID-19 in South Africa

There is thriving scholarship on the need for innovation and the adoption of emerging technologies in teaching and learning. However, many of the skills required to do this are still lacking among many lecturers, students, and support staff in South Africa. This study aims to identify eLearning challenges at the two selected universities in South Africa (SA). To enhance learning quality, the study examined instructional strategies and learning environments that facilitate the development and implementation of the required skills in sub-Saharan Africa. The chapter adopted a qualitative research approach, using purposive sampling to select 36 participants from two university campuses. Thematic analysis was used for data analysis. The study found that eLearning brought challenges to lecturers and students through digital technologies. Depending on available university resources, more inclusive and flexible pedagogies are required to reduce digital and educational inequities impacting students from rural and/or low-income homes. The study noted that giving enhanced training and support could assist lecturers and students in using digital tools and boost teaching and learning in the university. It is recommended that lecturers and students be trained to minimise the challenges they encounter in the university.