Abstract
Low responsiveness and inflexibility were found to be a challenge to deprived universities in South Africa in promoting virtual learning environments (VLE) during COVID-19 lockdown. This study investigated the level of readiness in transitioning from contact classes to VLE; and to establish whether the university in this study moved at the same pace with other universities in South Africa. Just-In-Time Learning (JITL) theory and interpretivist paradigm informed the theoretical and methodological dimensions of the study. Interview was used to collect data from eight Business Studies students in one university in South Africa. The findings established that the case university was not yet ready for the transitioning to VLE. The Blackboard Learning Management System had serious inadequacies and there was delayed provision of students’ laptops and data, and there was a low number of academics using virtual platforms at this university. In conclusion this study recommends that management should prioritise swift transition to VLE during COVID-19 pandemic and future health crisis.
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