Abstract:
The COVID‐19 pandemic brought a whole new dimension to face‐to‐face Higher Education in South Africa through emergency measures of migrating students to Emergency Remote Learning environments to preserve health and continue the academic discourse. In this Exploratory research, the Qualitative approach focused on student engagement, personal stories and how students experienced the fluctuation between face‐to‐face and Emergency Remote platforms. Using the Community of Inquiry to inform the theoretical framework, data was collected through focus groups and interviews, through non‐probability, voluntary and spontaneous snowball sampling, capturing textual data, which was analysed through thematic coding. The most significant finding in this study was that participants did not realise the effect of the social presence and how much they needed social interaction, especially in a face‐to‐face context. Time management was another major theme, where students preferred having their schedules, being able to rest, and cutting down on commute and travelling costs. The emotional and psychological theme was primarily due to students being socially isolated, falling into mental health difficulties, or having to assist family members. The need for psychological support seems to go deeper than previously thought. A leniency hybrid delivery mode due was recommended for flexibility, time management, fewer time spending on commute, and limiting travelling cost.
