Abstract
E-learning has become increasingly popular due to its ability to support lifelong learning and the increasing demand for various educational forms. The COVID-19 pandemic has forced many global activities to shut down, including education, forcing educational institutions to switch to digitized learning and implement new teaching strategies to slow the spread of the virus. However, this shift may negatively impact students who struggle to adapt to new learning environments.
This study analysed the impact of the pandemic on teaching and learning at the University of Johannesburg's Public Management and Governance program. The research employed a positivist research paradigm and adopted a quantitative approach, using the Statistical Package for Social Sciences (SPSS) to analyse data using a descriptive study design. Self-administered questionnaires were given to students who used e-learning either before or during the pandemic.
The results showed a reasonable shift towards e-learning, with students quickly adjusting to online learning. The university and related departments supported the student transition, and the study recommended that universities mitigate the absence of pre-experience in e-learning from high school and encourage hybrid teaching and learning in the post-COVID-19 era. Future research should focus on teachers' experiences with e-learning; evaluate the long-term impacts of e-learning on student learning outcomes and satisfaction and conduct comparative studies on e-learning policies and practices to identify best practices and help policymakers make effective decisions.
Key terms: E-learning, traditional learning (face to face), Covid-19, higher institution, innovation, pandemic