Abstract
The shift from contact to online classes as universities sought to ensure continuity in its academic enterprise not only happened within a context of uncertainties, hesitancy, and contestations but it had huge implications on pedagogic access and educational success for students from disadvantaged academic and social backgrounds. This article uses an ethnographic approach that draws from a combination of personal interactions with 24 participants who included 12 extended students, 4 parents, 4 academic and 4 administrative staff drawn from two South African universities, one of them in an urban and the other in a rural setting. Two key objectives feature in the article, that is how students in the extended curriculum programme have experienced online pedagogies and with what effects on their academic access and success. The article's key findings highlight how through inclusive pedagogies with a holistic focus, the influences of societal and university ethos together with teacher competencies and other features become central when exploring pedagogic access and access nuances that confront students particularly the extended students within a setting featuring disruptions resulting from the COVID-19 pandemic. The article further makes a case for the relevant pedagogies that can be adopted for dealing with student success issues especially under periods of disruptions. The article further highlights ways in which the move to online pedagogies has not just threatened the success of these students but the very foundations of the extended curriculum programme which aims at addressing issues of student exclusion and success. The article concludes that while the experiences of the extended students represent a microcosm of the broader challenges faced by university students in general, there is evidence that successful inclusive models are those that are holistic with a focus on addressing diverse issues associated with university teaching and learning especially when untested online pedagogies are adopted.