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Psychosocial Implications, Students Integration/Attrition, and Online Teaching and Learning in South Africa’s Higher Education Institutions in the Context of COVID-19

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  • Monica Njanjokuma Otu

    (Department of Anthropology, School of Social Sciences, University of KwaZuLu-Natal, Howard College Campus, Durban 4000, South Africa)

  • Stanley Osezua Ehiane

    (Department of Politics and Administrative Studies, Faculty of Social Sciences, University of Botswana, Gaborone 00704, Botswana)

  • Hlabathi Maapola-Thobejane

    (Department of Inclusive Education, College of Education, University of South Africa, Sunnyside Campus, Pretoria 0002, South Africa)

  • Mosud Yinusa Olumoye

    (Department of Information System and Cybersecurity, Collage of Pure and Applied Sciences, Caleb University, Lagos 106102, Nigeria)

Abstract

This article explores the psychosocial impact of online teaching and learning on students, following the decision by South African universities to move teaching and learning from physical contact platforms to cyberspace interactions. South Africa’s intervention, like many other countries, adopted the necessary measures that would prevent the spread of the virus among its population, particularly educational institutions. One such measure was the decision to shut down institutions in South Africa and the contingent measure to operationalise teaching and learning using cyberspace. The unprecedented move to online teaching engendered levels of anxiety and fear, and presented a highly disruptive and traumatic experience for many students, especially those from impoverished and rural backgrounds. While focusing on student psychosocial vulnerabilities during this pandemic, the article also presents background factors such as social and economic factors that constrain student success in South Africa’s higher education institutions (HEIs), and which became exacerbated during the pandemic. It further explores the behavioural significance of online teaching and learning’s impact on the physical and psychological energy that students devote to their academic work. The study is underpinned by psychosocial and student-integration theories, and it weaves the argument articulated by leaning heavily on the secondary data. Lastly, by way of recommendation, the study highlights the unique challenges that the COVID-19 disaster posed for South African students in HEIs and emphasises the need to give symbolic attention to these unique challenges. The study, therefore, is proposing improvement in preparedness and the mitigation of societal disruption in South African society and higher education during future pandemics.

Suggested Citation

  • Monica Njanjokuma Otu & Stanley Osezua Ehiane & Hlabathi Maapola-Thobejane & Mosud Yinusa Olumoye, 2023. "Psychosocial Implications, Students Integration/Attrition, and Online Teaching and Learning in South Africa’s Higher Education Institutions in the Context of COVID-19," Sustainability, MDPI, vol. 15(8), pages 1-16, April.
  • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6351-:d:1118105
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    References listed on IDEAS

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    1. Cedric B. Mpungose, 2020. "Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic," Palgrave Communications, Palgrave Macmillan, vol. 7(1), pages 1-9, December.
    2. Riolli, Laura & Savicki, Victor, 2003. "Information system organizational resilience," Omega, Elsevier, vol. 31(3), pages 227-233, June.
    3. John M. Braxton & Jeffrey F. Milem & Anna Shaw Sullivan, 2000. "The Influence of Active Learning on the College Student Departure Process," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(5), pages 569-590, September.
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    Cited by:

    1. Guillermo M. Chans & Angelica Orona-Navar & Carolina Orona-Navar & Elvia P. Sánchez-Rodríguez, 2023. "Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(12), pages 1-22, June.
    2. Yunzhen Liang & Liling Ren & Chun Wei & Yafei Shi, 2023. "The Influence of Internet-Specific Epistemic Beliefs on Academic Achievement in an Online Collaborative Learning Context for College Students," Sustainability, MDPI, vol. 15(11), pages 1-22, June.

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