Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review
There is limited evidence showing how developing universities in South Africa have successfully adopted and effectively used online learning to support students for positive learning experiences. Presently, there are numerous challenging factors with regard to Information and Communication Technolog...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2464310 |
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| author | Khulekani Yakobi Siphokazi Yakobi |
| author_facet | Khulekani Yakobi Siphokazi Yakobi |
| author_sort | Khulekani Yakobi |
| collection | DOAJ |
| description | There is limited evidence showing how developing universities in South Africa have successfully adopted and effectively used online learning to support students for positive learning experiences. Presently, there are numerous challenging factors with regard to Information and Communication Technology (ICT) adoption in South African developing universities. The purpose of this paper was to investigate the extent of online learning support for student learning at developing universities in South Africa. The study resides in an interpretive framework as it adopts a hermeneutic framework, with the literature obtained being classified, mapped, critically assessed, and themes and arguments developed. There is scant evidence of studies conducted and published between 2000 and 2024 on online learning support as a pedagogical strategy for student learning in developing universities in South Africa. The review included a total of 40 studies, which highlighted findings using three levels of organisation which consist macroscopic, mesoscopic, and microscopic scales. This study is expected to have a significant impact on the development of universities’ online learning support policies and practices. It will also contribute to the pedagogical strategies and frameworks of academics and scientific knowledge on how scholars should perceive online learning support in the context of developing universities. |
| format | Article |
| id | doaj-art-882bb4ab4de844ff8e0bef2541eddbba |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-882bb4ab4de844ff8e0bef2541eddbba2025-08-20T02:38:10ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2464310Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature reviewKhulekani Yakobi0Siphokazi Yakobi1Office Management and Technology, Mangosuthu University of Technology, South AfricaDepartment of Marketing, Mangosuthu University of Technology, South AfricaThere is limited evidence showing how developing universities in South Africa have successfully adopted and effectively used online learning to support students for positive learning experiences. Presently, there are numerous challenging factors with regard to Information and Communication Technology (ICT) adoption in South African developing universities. The purpose of this paper was to investigate the extent of online learning support for student learning at developing universities in South Africa. The study resides in an interpretive framework as it adopts a hermeneutic framework, with the literature obtained being classified, mapped, critically assessed, and themes and arguments developed. There is scant evidence of studies conducted and published between 2000 and 2024 on online learning support as a pedagogical strategy for student learning in developing universities in South Africa. The review included a total of 40 studies, which highlighted findings using three levels of organisation which consist macroscopic, mesoscopic, and microscopic scales. This study is expected to have a significant impact on the development of universities’ online learning support policies and practices. It will also contribute to the pedagogical strategies and frameworks of academics and scientific knowledge on how scholars should perceive online learning support in the context of developing universities.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2464310Developing universitiese-learningICThermeneutic frameworkonline educationstudent learning |
| spellingShingle | Khulekani Yakobi Siphokazi Yakobi Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review Cogent Education Developing universities e-learning ICT hermeneutic framework online education student learning |
| title | Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review |
| title_full | Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review |
| title_fullStr | Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review |
| title_full_unstemmed | Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review |
| title_short | Online learning support as a pedagogical strategy for student learning in the developing universities in South Africa: a literature review |
| title_sort | online learning support as a pedagogical strategy for student learning in the developing universities in south africa a literature review |
| topic | Developing universities e-learning ICT hermeneutic framework online education student learning |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2464310 |
| work_keys_str_mv | AT khulekaniyakobi onlinelearningsupportasapedagogicalstrategyforstudentlearninginthedevelopinguniversitiesinsouthafricaaliteraturereview AT siphokaziyakobi onlinelearningsupportasapedagogicalstrategyforstudentlearninginthedevelopinguniversitiesinsouthafricaaliteraturereview |