Abstract
Due to the COVID-19 pandemic-related lockdown, first-year university students have had limited opportunity to interact in person with peers and the larger university community. The mandated lockdown compelled universities to move to emergency remote teaching. This move led to an onslaught of epistemological, psychosocial, emotional, and economic obstacles for many first-year students. It is against this background that this chapter explores the affordances and challenges that first-year students at a university in Johannesburg, South Africa encountered with online learning. These experiences will serve as the foundation for a discussion of the types of pedagogical approaches that should be used in the future with first-year students.
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