BARRIERS TO TRANSITIONING FROM FACE-TO-FACE SCHOOLING TO ONLINE LEARNING AT A SOUTH AFRICAN PRIVATE TERTIARY INSTITUTION

The paper presents the barriers to transitioning from face-to-face schooling to online learning in a private higher education institution within South Africa. First-year students have limited experience with online learning, as they are exposed primarily to face-to-face teaching during their schooling years. Therefore, this study aims to explore the barriers that exist when transitioning from a face-to-face learning environment to an online learning environment. A qualitative interpretive approach was adopted. Twenty-one first-year students were purposively and conveniently sampled to generate the data. The selection criteria included that all modules from the first semester were passed. Students were interviewed in the form of face-to-face focus groups using semi-structured questions. A thematic approach was used to analyse the data from the interviews. The key findings revealed four main themes, technological barriers, social barriers, emotional barriers and learning environment. Limited access to the Internet and digital devices such as computers, laptops or smartphones was identified as technological barriers. Socioeconomic, interpersonal factors and digital literacy emerged as social barriers. Socioeconomic factors include limited access to resources. The interpersonal factors that were experienced included a sense of isolation, communication challenges and disengagement with their peers, lecturers and online learning activities. Students experienced stress and lack of emotional support as emotional barriers. Challenges related to the learning environment, including the lack of a quiet and conducive space as well as the absence of human contact in the online learning environment, are addressed. This study contributes to the field of technology-integrated teaching and learning. It underscores the need for educational managers and lecturers to increase their awareness of the barriers students face when teaching online. Their consideration in the space will lead to effective teaching and learning and ultimately student success if these barriers are addressed.