Walter Sisulu University (WSU) in South Africa, like other universities worldwide, is faced with the challenges associated with the outbreak of the Covid‑19 pandemic. The challenge has changed our day-to-day lives, including the way we interact and conduct business. In the midst of this, WSU has had to change the way learning and teaching occurs. Traditional face-to-face tuition had to be adapted by moving to the online mode of teaching and learning to both minimise the time lost in the academic project and protect staff and students from the devastating effects of the virus. This article reflects the actions taken by the University and describes its pilot-project approach to online learning and those processes it has put in place to ensure its effective implementation. While it is accepted that switching to an online mode of teaching and learning can facilitate flexibility in space and time, the reality is that the majority of students at WSU – mainly due to their geographical and socio-economic environments – experience daily challenges ranging from poor network coverage, lack of internet connectivity, lack of electricity and other socio-economic impediments that make online learning stressful or beyond their reach. In this article, we present a model that could be used by higher education institutions (HEIs) to respond to Covid‑19 in the short term. The proposed model is underpinned by a framework that caters for students who are readily able to access online learning, students with intermittent access to online facilities and finally, students who cannot access online education. First, we provide a brief description of online learning, highlighting the challenges presented to teaching and learning by this approach. We argue that our context and education policies present additional problems that militate against the adoption of online strategies by most HEIs. In the final instance, we present a framework that is better suited to our context and can be used during and after the lockdown. Data were collected using online questionnaires with both structured and openended questions from both lecturers and students to determine their experiences with the testing project. Lastly, we draw conclusions based on the findings of the study.

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The exponential growth in the use of technology for learning and teaching in the higher education sector has imposed pressure on academics to embrace technology in their teaching. The present study sought to examine factors underlying technology acceptance in learning and teaching at a historically disadvantaged university in the Eastern Cape Province of South Africa. Premised on the mixed methods approach and undergirded by the Technology Acceptance Model (TAM), both a pre-coded and an open-ended questionnaire were used to collect data. Data from the pre-coded questionnaire were analysed through the descriptive statistical approach. The qualitative data from the open-ended questionnaire were analysed through content analysis. The study found that most academic staff believe and see the value that ICTs bring in their teaching and learning practices. In addition, they are aware that technology use in education improves learning and teaching, and they are willing to embrace the use of technology to improve their practices. Based on the findings, we recommend intensification of lecturer training in the use of technology for teaching and learning to enable them to embrace it in their teaching practice. Furthermore, the institution needs to put in place support systems for academic staff to empower them to have continuous access to devices and internet connection for technology integration in teaching and learning. We recommend establishment of e-learning communities of practise in the university that will allow lecturers to assist each other as well as share best practices in the use of technology for teaching and learning.

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Universities in South Africa (SA) are facing several challenges due to the influx of students with diverse backgrounds entering the first year. One of such challenges is the use of technologies for teaching and learning. Institutions in the rural areas are flooded with first year students characterized as under-prepared, educationally underprivileged and had little or no access to computer usage prior to their enrolment. These qualities impedes their transition into the computer-based learning system and other technologies that supports teaching and learning. Moreover, the students are not given the needed assistance when enrolled. Orientation programme that would have been a leverage is only informative and not supportive in nature. Thus, an effective solution requires orientation programme to be supportive. It should involve assessing students" profile during their first year registration to provide them with the needed assistance in terms of technologies usage. This paper conducted a pilot survey over a sample of first year entering students in the University of Venda (UNIVEN). The objective was to assess students in terms of technology-related uses, expectations, experiences, skill levels and training needs. Data collected were analyzed and the results show students" have not used computers or had experience on technologies for teaching and learning in their previous schools. Additionally, students are only technologically identified with their mobile phones. The study proposed a new programme called First Experience Computer Literacy (FECOL) to facilitate students" transition into the computer-based learning of the university.