South African universities, traditionally reliant on face-to-face learning, were forced to adopt online learning (e-learning) due to the COVID-19 pandemic. This shift highlighted the digital divide, with disadvantaged students lacking access to necessary technology and internet connectivity. The study aims to understand students' experiences during this transition and propose solutions to ensure equitable access to effective e-learning. The study contrasts face-to-face learning, characterized by real-time interaction and prompt feedback, with e-learning, which offers flexibility but presents accessibility challenges. It acknowledges the debate surrounding the optimal learning model, with some advocating for blended learning, combining online and face-to-face elements. However, the pandemic necessitated a rapid shift to fully online learning, raising concerns about the feasibility and effectiveness of this approach, particularly for disadvantaged students in South Africa, where the digital divide significantly impacts access to technology and internet connectivity. The study emphasizes the need to address the digital divide to ensure that all students can effectively engage in e-learning.

The literature review explores the evolution of e-learning from Web 1.0 to Web 4.0, highlighting the increasing importance of internet-based learning and the use of educational technologies. It examines different perspectives on e-learning, including its definitions, advantages, and disadvantages. The review discusses the debate between face-to-face and e-learning, with blended learning proposed as a potential solution. It also addresses the challenges posed by the digital divide in realizing the full potential of e-learning, particularly in developing countries like South Africa. The review examines the role of different resources in learning, including traditional physical resources (textbooks, chalkboards), modern physical resources (computers, mobile phones), and online resources (learning management systems, social media). It highlights the importance of learning management systems (LMS) like Moodle and the potential of social media platforms for enhancing e-learning. However, it also acknowledges the limitations of LMS and the need for customized solutions to adapt to local contexts and address the digital divide.

This qualitative study employed a two-year postdoctoral research project at a South African university. Twenty-six curriculum studies students were purposively sampled. Data collection involved an e-reflective activity, Zoom group meetings, and WhatsApp one-on-one semi-structured interviews. Data analysis used inductive and deductive reasoning. The data from the three instruments were directly coded from recordings to avoid loss of meaning during transcription. Open coding was used to develop categories, which were then mapped onto pre-defined categories from the theoretical framework and literature. The codes were further analyzed to form three themes: experiences of using online resources, experiences of using physical resources, and alternative pathways for e-learning. The study addresses two research questions: What are students’ experiences of the transition from face-to-face to e-learning? Why are their experiences in particular ways when learning online?

Three themes emerged from the data analysis. Theme 1, "Experiences of the use of online resources," highlighted the digital divide as a significant barrier to e-learning. Many students lacked internet access at home, making it difficult to submit assignments or access online materials. While some used free data bundles for social media communication, this was not a reliable or sufficient solution for accessing all learning materials. Theme 2, "Experiences on the use of physical resources," revealed that while some students relied on traditional resources (books, notes from friends), the lack of access to modern physical resources (laptops, internet) hindered their learning. Many students lacked personal laptops and relied on smartphones with limited data, exacerbating the digital divide. The discussion of findings analyzes students' experiences with online resources, noting the insufficient use of the university's Moodle LMS and the reliance on social media for communication. Students preferred social media platforms for their user-friendliness and rapid communication. The lack of a guiding e-learning policy and the absence of instructional designers to provide capacity building also contributed to the challenges. The study also discusses the role of traditional physical resources, noting that while they serve as a backup for students with limited internet access, they still require adequate planning and provision. The study highlights the digital divide as the most significant challenge to successful e-learning and the uneven access to resources that further complicates this challenge. The need for blended learning, using physical resources alongside online resources, and the need for better planning and capacity building by the university were also highlighted.

The findings underscore the critical role of the digital divide in hindering effective e-learning in the South African context. The study demonstrates the limitations of relying solely on a learning management system (LMS) like Moodle, as students often relied on alternative platforms like social media for communication and collaboration. The lack of institutional support, including an effective e-learning policy, adequate training and instructional designers, exacerbated the challenges. The discussion emphasizes the need for universities to consider a more comprehensive approach to e-learning that addresses the digital divide and provides students with the necessary resources and support.

The study highlights the significant challenges faced by students during the transition to e-learning, primarily due to the digital divide. It emphasizes the importance of addressing this issue by providing free data bandwidth, necessary physical resources, and online resources. The study recommends the integration of social media platforms with the Moodle LMS, offering blended learning opportunities and a comprehensive e-learning policy, along with capacity building and instructional design support. Further research is needed to explore the long-term impact of the pandemic on students' learning and the effectiveness of the proposed interventions.

The study's findings are based on a sample of 26 students from a single university, limiting the generalizability of the results. The study's focus on a specific point in time during the pandemic may not fully capture the evolving nature of the challenges and responses to online learning. Future studies should aim for larger, more diverse samples and longitudinal designs to gain a more comprehensive understanding of the effects of the transition to online learning.