Students’ perceptions of Information Communication Technologies (ICTs) used for emergency remote learning in higher education during the Covid-19 pandemic was the theme of the research Thato Zethi conducted at the North-West University (NWU).

Thato, a PhD candidate and junior lecturer in the School of Communication, conducted this study as part of her master’s degree.

She says the study departed from the premise that in-person interaction typically underpins teaching and learning at universities. Yet, the pandemic necessitated an abrupt transition, ushering in an era of remote and disparate learning experiences, reliant on novel ICTs and tools.

“This new paradigm demanded fresh literacies, skills, and practices from both educators and students to harness the full potential of these mediums,” she says.

“The findings of the study underscored the multifaceted use of ICTs during Covid-19 for teaching and learning. Student perceptions of these technologies were nuanced, shaped by both positive and negative encounters. My study illuminated a host of internal and external obstacles, including inadequate training, limited digital access and connectivity issues. These challenges coalesced into a metaphorical ‘noise’ that disrupted effective communication and consequently hindered the learning process,” adds Thato.

She says the study echoed prior research by highlighting the beneficial aspects digital technologies bring to the fore, including bolstering independent learning and fostering engagement with educators.

“Yet, from a communication perspective, it became evident that the communication channels themselves were the conduits of ‘noise’, influencing the efficacy of the learning journey. Therefore, learning during Covid-19 could be seen as a struggle to mitigate these interferences.”

Thato’s study came to the following conclusions. Firstly, the deployed ICTs had various effects on teaching and learning, necessitating a rapid adaptation to unfamiliar technological terrains. Secondly, the communication dynamics between students and educators emerged as a pivotal focal point, shaping perceptions towards ICTs.

“Consequently, the success of remote teaching and learning depended on the communicative capabilities of ICTs to facilitate engagement between students and educators, as well as peer collaboration,” she adds.

Thato says the synthesis of the study findings culminates in the assertion that teaching and learning during Covid-19 was fundamentally a communication challenge.

“To unlock effective teaching and learning, the disruptive noises enveloping the communication process need taming. This is a testament that quality content alone cannot ensure effective learning; communication forms its indispensable ally.”

In the grand tapestry of higher education's response to Covid-19, this study emphasises communication's pivotal role, and that the art of transferring knowledge relies not just on content, but also the clarity of its passage, especially in a digitally mediated landscape.

Thato Zethi