Exploring the Effectiveness and Challenges of Online Learning Tools Used by Students at a Higher Education Institutions in South Africa

The integration of online learning tools in higher education institutions (HEIs) has revolutionised the educational landscape, offering new opportunities for flexible and accessible learning. However, in the South African context, this shift has unveiled significant challenges, particularly for students from socio-economically disadvantaged backgrounds. Despite the growing reliance on digital platforms, gaps remain in understanding how these tools impact students’ academic experiences, particularly in terms of accessibility, usability, and effectiveness. Using a qualitative research approach underpinned by the interpretivist paradigm, the study employed semi-structured interviews and employed a convenience sampling technique to select readily available students, while also ensuring a purposive approach to focus on participants from various disciplines relevant to the research. The findings reveal that while online learning tools enhance flexibility and provide opportunities for self-paced learning, their effectiveness is hindered by pervasive barriers, such as limited internet access, high data costs, unreliable digital infrastructure, and low levels of digital literacy among students. Moreover, the digital divide exacerbates inequality, with students from under-resourced communities facing greater difficulties in leveraging these tools for academic success. The study recommends strategic interventions, including increased investment in digital infrastructure, partnerships with internet service providers to reduce data costs, and the incorporation of digital literacy training into academic programs. Therefore, this study contributes to the growing body of literature on digital education in South Africa.