Abstract
The purpose of this study was to conduct an in-depth investigation of technology-assisted learning in a higher education institution during the unprecedented time of disruption caused by the COVID-19 pandemic, focusing specifically on the experiences and perspectives of students and lecturers at the University of Johannesburg (UJ). The study employed a qualitative research methodology that incorporates a combination of unobtrusive research techniques to collect data. Empirically, data was gathered using structured interviews and semi-structured questionnaires, and then analysed thematically. The use of a thematic analysis helped to determine how online technology was used during the COVID-19 pandemic to promote teaching and learning at UJ. The findings of the study showed that the implementation of online learning during the pandemic was complex and nuanced. While technology-assisted learning provided opportunities for flexibility and access to resources, it also presented challenges, such as connectivity issues, gaps in digital literacy, and the need for effective pedagogical strategies. The study emphasised the importance of providing ongoing support and training to students and lecturers to fully maximise the benefits of technology-assisted learning and implementing a hybrid approach that combined both in-person and online learning modalities.
Keywords: technology-assisted learning; higher education institutions; perceptions; COVID-19 pandemic; pedagogical strategies; online learning.