Student Support for Online Learning at the University of KwaZulu-Natal: A Psychological Readiness and Student Satisfaction Perspective

Abstract

Remote working and online learning are rapidly becoming the norm in higher education and other sectors of society. Student engagement in online learning requires enthusiasm and effort from learners, as well as a necessary supportive environment to improve learning outcomes. Understanding students’ preparedness to undertake online learning is crucial to the successful usage of online learning in the post-Covid-19 era. This article discusses empirical results of psychological readiness, amongst others, of students to use online learning in a university environment for success. The study that directed this article was conducted amongst 400 undergraduate students in the School of Management, Information Technology and Governance (SMIG) at the University of KwaZulu-Natal (UKZN), employing a descriptive research design and convenience-based purposeful sampling. Analysis of data revealed evidential areas relating to psychological readiness for online learning that may require support interventions to address certain issues. These include distraction from other online activities when learning online, not having a preference for online learning, difficulty in coping with online learning, and respondents being fearful or anxious when learning online. In addition, support may need to be provided to improve overall student satisfaction with online learning and related aspects. Correlational analysis revealed that overall student satisfaction with online learning would increase if students could cope better with online learning, engage effectively with online learning materials, and work at their own pace. Given online learning expansion in higher education, the findings of the study underscore the utility of adequate student preparedness and sustained student support for the prevalence and significance of flexible learning in a dynamic post-Covid-19 environment.