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The purpose of the study was to investigate the importance of Teacher Professional Development in the implementation of online teaching as a tool for distance learning since the onset of COVID- 19. Before the outburst of the coronavirus pandemic, lecturers were used to face-to-face contact sessions, and most of the students did not have laptops. So, the distressing experience of COVID-19 has catalyzed the need for continuing professional teacher development. The study employed the theory of reasoned behavior and the theory of planned behaviour. The theory of reasoned action aims to explain the relationship between attitudes and behaviours within human action. It is used to predict how individuals will behave based on their pre-existing attitudes and behavioural intentions. The latter includes behavioural control as an additional determinant of intentions and behaviour. The study adopted qualitative methodology and employed the case study. The data was collected through interviews with four university lecturers, who were chosen through purposive sampling technique. The data revealed that most teachers perceived online teaching as a good intervention during the period of COVID- 19. However, teachers lacked training and experience when it comes to online teaching. This resulted in lot of uncertainty when it came to online teaching, and frustration for older teachers. In conclusion, the paper highlighted the need for teacher development in the form of in-service training and suggested that teachers should register for short courses on online learning, implementing mentorship programs by the tertiary institutions.

The COVID-19 pandemic necessitated significant adjustments across various sectors globally, and the education sector was no exception. To adhere to social distancing requirements and ensure continuity in education, E-learning emerged as a viable solution, offering a glimmer of hope in these challenging times. However, this strategy brought its own set of challenges. This study aimed to explore the experiences of students with E-learning, particularly focusing on the obstacles and benefits encountered. A qualitative approach was employed, utilizing an exploratory research design to gather comprehensive insights. Participants were selected through purposive sampling, focusing on five University of Venda students registered for the 2021 academic year. Data collection was conducted via one-to-one semi-structured interviews, which allowed for detailed and nuanced responses. Thematic analysis was used to analyse the collected data, identifying key themes and patterns in the students' experiences. The findings highlighted various challenges, such as limited access to reliable internet, lack of digital devices, and difficulties in maintaining motivation and engagement in a virtual learning environment. Despite these challenges, some students appreciated the flexibility and convenience offered by E-learning, highlighting its potential. The study underscores the need for improved infrastructure and support systems to enhance the E-learning experience. These insights can inform policymakers and educational institutions in developing more effective strategies to support students in a digital learning landscape, ensuring that the benefits of E-learning are maximized while minimizing its drawbacks. The findings contribute to the broader discourse on the adaptation of education systems in response to global crises, emphasizing the importance of resilience and adaptability in educational practices.

The Covid-19 pandemic has accelerated the shift to online learning, leading to significant changes in higher education institutions in South Africa and across the world. The importance of online learning has increased, and institutions are now challenged with providing a high quality, adaptable, and accessible education in a digital setting. In order to fully embrace online teaching and learning, this demands institutions to make investments in digital infrastructure and reevaluate pedagogical practices. In this literature review paper, we use PRISMA methodology to examine the discipline of online teaching and learning, the strategies used by universities during the epidemic, and the online teaching and learning strategies used in the post pandemic period. We explore how the Covid-19 epidemic has altered the online learning environment in South African higher education institutions in the post pandemic period. The review results established that in order to provide high-quality education to students across the country, South African higher education institutions need to make a flexible and accessible education, rethink pedagogical methodologies, and implement best practices in online learning. We recommend that higher institutions, policymakers, and stakeholders must work together to ensure that online learning remains a viable and successful modality of instruction in the post-Covid-19 era.

The global shift from traditional face-to-face learning to e-learning, spurred by the COVID-19 pandemic, has significantly transformed higher education (HE) landscapes. Many institutions in developing countries, unprepared for this shift, now find e-learning integral to the educational process. This study explores challenges faced by academic staff at a South African University of Technology (UoT) post-COVID-19. Utilising a phenomenological qualitative research approach, insights were gathered from academic staff through semi-structured interviews. Key challenges identified include insufficient infrastructure, limited training, technological proficiency gaps, student engagement issues, and concerns about academic dishonesty. Practical recommendations encompass infrastructure enhancement, digital training, blended learning strategies, improved student engagement, and measures to ensure academic integrity. These adaptable suggestions provide insights for institutions seeking to enhance e-learning environments, contributing to improved teaching and learning (T&L) outcomes in an evolving educational landscape. It was further recommended that future studies can explore long-term intervention effects, conduct comparative institution studies, and delve into innovative pedagogical approaches.