Adapting Education amidst Crisis The Rise of E-Learning during the COVID-19 Pandemic in Rural KwaZulu-Natal High Schools

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COVID-19##common.commaListSeparator## Digital Literacy##common.commaListSeparator## E-Learning##common.commaListSeparator## Infrastructure##common.commaListSeparator## Rural Schools

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Zolile Celiwe Sinenhlanhla Xulu
Department of Communication, Mangosuthu University of Technology, Republic of South Africa
https://orcid.org/0009-0002-5719-7310
Sakhiseni Joseph Yende
Department of Language Education, Arts & Culture, College of Education, University of South Africa, Republic of South Africa
https://orcid.org/0000-0002-7649-2799

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Since the inception of COVID-19 pandemic, e-learning has emerged as a global platform for teaching and learning in all spheres of education. This has significantly enhanced digital learning in various schools. However, in South Africa, e-learning inequalities persist and affect various rural schools because little attention is given to rural based schools. This study investigates the challenges faced by rural schools in iLembe district in Mandeni circuit in embracing e-learning. This article uses a qualitative approach, with a case study serving as the primary research design. Using the ADDIE Model as a framework, the research analyses barriers such as resource limitations, inadequate infrastructure, and a lack of digital skills among educators, which severely hindered e-learning implementation. Findings reveal that since the COVID-19 pandemic, many rural schools in South Africa could not continue with their traditional learning. The findings highlighted that the leaners and teachers in these under-resourced schools in iLembe district in Mandeni circuit struggled to adapt to online platforms, citing issues such as connectivity problems, inadequate e-learning tools, and insufficient ICT skills. Moreover, socio-economic disparities compounded these challenges, with many students lacking personal devices and internet access at home. This article concludes by confirming that for e-learning to be successful, teachers should have included some cooperative learning techniques. These included allowing students to have small group discussions during lessons and utilising the break-out rooms in teaching software. This study contributes to understanding the unique e-learning challenges in rural contexts and offers actionable strategies for more inclusive digital education solutions.

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Xulu, Z. C. S., & Yende, S. J. (2024). Adapting Education amidst Crisis: The Rise of E-Learning during the COVID-19 Pandemic in Rural KwaZulu-Natal High Schools. Zhongguo Kuangye Daxue Xuebao, 29(4), 473-480. https://zkdx.ch/journal/zkdx/article/view/213
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##issue.vol## 29 ##issue.no## 4 (2024)
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Sinenhlanhla Xulu is a PhD Candidate and Lecturer at the Mangosuthu University of Technology with a Master’s degree in Applied Linguistics, specializing in innovation and technology in e-learning. With over a decade of professional teaching experience both locally and internationally, I have taught in diverse educational settings, designing and implementing meaningful and effective CAPS and CLIL curricula. My approach is student-centered, focusing on engaging and personalized learning experiences to meet individual needs and enhance academic success. During my MA studies at Yuan Ze University, I worked as a Teaching Assistant in the Applied Linguistics department, teaching English to first-year undergraduates and occasionally assisting my thesis advisor with research. These roles refined my teaching and research skills, equipping me to effectively lecture and develop courses across departments. My experience includes designing and delivering engaging materials for both in-person and online classes, fostering active student participation, and achieving high pass rates. I am enthusiastic about the opportunity to teach existing courses and contribute to the development of innovative new ones.

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Sakhiseni Joseph Yende is an emerging and distinguished multidisciplinary scholar currently affiliated with the University of South Africa as a Lecturer in the College of Education, within the Department of Language Education, Arts & Culture. Prior to this position, Dr Yende served as a Postdoctoral Fellow at the University of the Western Cape’s Centre for Humanities Research. His academic journey reflects substantial achievements across the performing arts, with a specialized focus on opera. As a Postdoctoral Fellow, Dr Yende has published over 60 articles in DHET-Accredited local and international journals. Dr Yende’s Ph.D. research, titled "Investigating the Challenges and Discovering Workable Solutions for the Future of Opera Companies in South Africa," positions him as a forward-thinking voice in his field. Dr Yende's diverse professional background includes impactful roles across education, research, and community engagement. Between 2014 and 2015, he worked as a library assistant in the Faculty of Arts & Design at Tshwane University of Technology. In 2016, he advanced to a junior researcher and project manager role at Jive Media Africa, focusing on empowering marginalised youth in rural South Africa, and served as head of music and a teacher at JD Mosiah Primary School. His commitment to education and the arts led him back to Tshwane University of Technology in 2017, where he held positions as assistant lecturer, research assistant, and curriculum development assistant until 2023. There, he taught a course in research methods and supervised honours and master’s students in disciplines including Dance, Vocal Arts (Opera), and Musical Theatre. Dr Yende’s research interests span musicology, ethnomusicology, music education, African music, gospel music, opera, political sciences, and education. His interdisciplinary approach and dedication to advancing the performing arts establish him as a respected figure poised to make significant contributions in the years to come.

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Xulu, Z. C. S., & Yende, S. J. (2024). Adapting Education amidst Crisis: The Rise of E-Learning during the COVID-19 Pandemic in Rural KwaZulu-Natal High Schools. Zhongguo Kuangye Daxue Xuebao, 29(4), 473-480. https://zkdx.ch/journal/zkdx/article/view/213

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