E-Learning of the Timber Processing and Application Course at a South African University amidst the Covid-19 Pandemic

The paper explored e-learning of a course, Timber Processing and Application at a University in KwaZulu-Natal Province, South Africa during the COVID-19 pandemic. The purpose was to understand the challenges that the participants encounter in studying their practical module online. A qualitative case study design located in the interpretivist paradigm was employed. The sample consisted of 15 participants, nine male and six female students. These participants were selected using purposive and convenience sampling techniques. Data for the study was generated through an open-ended electronic questionnaire designed on Google forms and was analysed using a thematic approach. The Technology Acceptance Model was employed as a framework to determine students’ e-learning of Timber Processing and Application amid the COVID-19 pandemic. The study revealed diverse challenges to the e-learning method of Timber Processing and Application education. These include limited or no access to the internet, lack of internet data bundles, poor internet connectivity, preference for face-to-face learning, absence of practical activities in e-learning, unavailability of ICT learning infrastructure, difficulty in time management and self-discipline as well as lack of conducive learning environment. With these findings, the study contributes to the literature as it highlights the challenges associated with the e-learning of Timber Processing and Application (practical courses/modules) amidst the COVID-19 pandemic, as well as the right approach to the effective study of the course. Consequently, the study provides recommendations on how to tackle the challenges revealed in the research.


INTRODUCTION
From January 3, 2020, to September 23, 2021, there have been 2,884,134 confirmed cases of COVID-19 with 86,216 deaths reported globally. 1 Africa shares from this with a total number of 5,650,962 confirmed cases of COVID-19, with 135,699 deaths. The first COVID-19 case in South Africa was reported on the 5 th of March, 2020. 2 Accordingly, decisive action was taken by the government, on March 15, 2020, a national state of disaster was declared, and a nationwide lockdown was enforced on 27 March 2020 to avoid the first irrespective of any challenge such as the pandemic outbreak, provided the resources are available. This has been confirmed in several studies that e-learning offers access to course materials in an online environment, it is also time-saving as well as allows students the comfort to study at home. 17 It has been argued that F2F learning cannot be replaced even in the face of technological revolution. 18 Some scholars are of the view that blended learning offers a solution to the dichotomy that exists between F2F and e-learning, since it is a combination of both approaches, and with this method, students can access course materials based on their needs. 19 However, there are compelling conditions that will tilt students' choice from F2F to online, such as violent protests and pandemics as occasioned by COVID-19 among others. Although in this study, it was reported that the effectiveness of e-learning was dependent on certain resources, its provision appeared to be the only solution.
E-learning draws on various resources, human and non-human to ensure its implementation, of which the provision of both has remained a challenge. 20 Human resource challenges include learners, educators, and content-related issues, whilst non-human challenges include the lack of access to all digital devices, internet, and Wi-Fi, the unavailability of proper digital tools, and no internet connections. Some of these challenges have been highlighted in studies within and outside Africa.
Several studies outside the African continent have highlighted the benefits and challenges associated with e-learning. These benefits include lack of the need to travel, time efficiency, and easy accessibility of course content, whilst the challenges are lack of interaction with peers, lack of practical activities, and the problem with internet connection. 21 Significantly, the study also revealed that e-learning cannot be substituted for all fields, such as engineering, some of which require F2F interaction for an in-depth understanding 21 .
Similarly, a study that reported students' decision to choose online learning over F2F during the disruption caused by COVID-19 did so based on flexibility and convenience, and the desire to opt for e-learning to cover grounds lost because of the pandemic. 22 However, the study also highlighted that connectivity issues made it difficult for students in rural areas to participate in online classes, limited data, little or no F2F interaction, the intense requirement for self-discipline, lack of devices for online learning, and poor learning environment among others. Also, revealed in the study, a complete transition to online was not possible since most aspects of their agricultural courses entail practical exercise. However, several options that cater for practical lessons via online mode have been highlighted in the literature. These include remote access laboratories, video demonstrations, laboratory kits for home study and virtual computer simulations (virtual laboratories). 23 Remote access laboratories have been in existence since the 1990s to enable students and teachers to execute practical tasks using real substances and equipment via the internet, regardless of time and location. 24 Also, blended learning is considered another option as it offers a solution to the dichotomy that exists between face-to-face and e-learning. 25 A study reported that the blended learning approach has the potential to increase students' engagement and participation and offer them the ability for students to view a demonstration of hands-on skills before face-to-face lab time which could have a positive effect on reducing the challenges they encounter in an online class. 26 Within countries in Africa, similar challenges associated with online learning during the COVID-19 pandemic have been reported in such countries as Ghana,27 Egypt,28 Nigeria,29 and South Africa. 30 In South Africa, one major contributor to the challenges encountered by participants in online learning is the issue of the digital divide. Globally, the issue of the digital divide is seen as an inhibitor to the use of educational technology. 31 These authors argue that the digital divide is a real phenomenon that has already gained ground in developed nations, but is worse in developing countries, not only in terms of internet access but in such areas as attitudes, skills as well as the type of use and outcomes. It is on that basis that this study explores factors that impact students' e-learning of Timber Processing and Application with the view to propose pathways that ensure smooth e-learning of the module.

THEORETICAL FRAMEWORK
The study, factors that hinder the e-learning of Timber Processing and Application, is framed by Davis' work, the Technology Acceptance Model (TAM, hereafter). 32 The choice of this framework is based on two constructs namely Perceived usefulness (PU, hereafter) and Perceived ease of use (PEoU, hereafter). Perceived usefulness is defined as the degree to which a person believes the usage of a particular system or technology would enhance his or her job performance. On the other hand, the perceived ease of use is associated with the effort attached with the use of that system. That is, the use of such technology or system is free of effort. The philosophical principles that established TAM have a strong basis in the use of ICT. Several scholars in their use of TAM have provided empirical evidence on the relationship that exists between usefulness, ease of use and the technology itself. 33 Two variables in TAM are significant in the adoption of technology in learning namely internal and external. Accordingly, the internal variables in the model describe that the attitude of the learner on the use of modern technology is explained by the perceived ease of use and the perceived usefulness of that technology. TAM supports the impact of the perceived usefulness of e-learning technology on the acceptance of e-learning systems by students to pursue online learning. External variables are related to other aspects that influence learners' acceptance of e-learning systems in teaching and learning and these are expected to 25   impact the intentions of learning adoption through ease of use and usefulness. 34 The existence of empirical evidence suggests that user behaviour is the determinant of the theoretical significance of PU and PEoU of TAM. 35 This implies that user behaviour is influenced by external variables which are linked to individual differences, characteristics of the system, social influences and facilitating conditions. Evidence from empirical findings highlights the connection that exists between the two basic constructs namely, PU and PEoU, in diverse applications. 36 The choice of TAM in this study is premised on the factors that impact on students' e-learning of Timber Processing and Application course during the COVID-19 pandemic. The study involves students who migrated from F2F to an online platform in the learning of their module because of the lockdown caused by the COVID-19 pandemic.

METHODOLOGY
A qualitative case study approach was employed, and the study was located within the interpretive paradigm. This is because qualitative research employs multiple foci that involve how things are done and the outcome that follows. 37 Qualitative research is interpretative in nature and employs a naturalistic approach to its subject matter. 38 The implication is that qualitative researchers study things in their natural settings, with an attempt to make sense of, or interpret, phenomena in terms of the meanings people ascribe to them. Qualitative research involves the studied use and collection of a variety of empirical materials -case studies, personal experiences, introspective life stories, interviews, observations , history , interactions , and visual texts -that describe routine and problematic moments and meanings in individual lives.
Timber Processing and Application is amongst the three components studied in Technology Education Module alongside Plastic, Clay and Fibre. Therefore, the sample for the study consisted of 15 participants of the selected module. Six females and nine males were purposively selected from the group studying Timber Processing and Application at the time of the research. Before the outbreak of COVID-19, the participants of this study were attending F2F lectures and then migrated to e-learning of the module because of the pandemic. The data collection was executed within a month, specifically in April, 2020.
Before data collection, ethical consideration was given full attention. The University Ethics Research and Ethics committee permitted the conduct of the study through the issuance of ethical clearance. The research Protocol Reference Number issued is HSS/1070/018. Participation in the study was based on participants' consent, and the purpose of the study was made known to them. Besides, in line with confidentiality and anonymity, the names of all participants that took part in the research are not mentioned.
Data for the study was generated through opened-ended online questionnaires designed using Google forms. The questionnaire items included questions on the impact of online teaching and learning of practical courses, the availability of the required facilities and the hindrances to this type of learning during the pandemic considering students' current location. The inclusion of these items on the questionnaire was to achieve the study validity. 39 Credibility in the study was achieved through the triangulation of multiple sources, as data was generated from level 300 and 400 students in the Natural, Physical, Biological Sciences offering Timber Processing and Application. 40 The questionnaires were disseminated through emails and WhatsApp messages. The approach was deemed appropriate because of the COVID-19 restriction which demanded social distancing. The questionnaires were emailed to all 211 students studying Timber Processing and Application, Plastic as well as Clay and Fibre. Amongst this, a third of the population was studying Timber Processing and Application at the time the research was conducted, and only 38 students responded. From the number of responses received, the data that addressed the objective of the study was compiled and analysed.
The data collected via Google forms was analysed thematically. 41 The process follows familiarisation with the data, generating codes, generating themes, reviewing the themes, defining and naming themes, and subsequently reporting. A table was designed where data reflecting similar content were tabulated and coded; thereafter, themes were generated from the coded data; this was followed by a review of the themes. Then, defining and naming for final reporting.

RESULTS
This section presents the following six themes that emerged from the analyses of data generated namely, internet-related issues, preference for face-to-face learning, absence of practical activities in e-learning, unavailability of ICT learning infrastructure, difficulty in time management and self-discipline as well as lack of conducive learning environment. These themes are presented and analysed below.

Internet-related issues
Findings from the analysis of data generated from the participants revealed internet-related issues namely, accessibility to the internet, data bundle and poor network as challenges to their participation in e-learning. Six participants alluded to this, as an inhibition to their participation. This was confirmed in the comments of the following students.
The only thing I have is a laptop without an internet connection; Studying online will be hard for persons that lack internet access and laptop, so only time will tell how sustainable these approaches are; I want to come back to my school wifi, I miss it so much; No full-time internet access ….it is difficult to consistently have internet access; …I am unable to connect to my internet due to lack of wifi.
On the other hand, three participants narrated their experiences as it relates to the data bundle required for internet connectivity, as expressed below; "We need to be provided with data. The university has tried but not all of us have the sim card that the university data requires, I can't change a sim card because MTN network doesn't function very well in my area".…data depletion is quick, so that has been a problem " "I am unable to connect to my internet due to lack of data". "I think the issue is of data connection because currently, the data prices in South Africa is too expensive so it is really a problem to browse through the internet to do some research. Even to watch videos in the quest for more knowledge "…money for enough data, data costs are high.
Considering the challenge associated with the poor internet connection, a participant articulates that: "My area is a rural area, so the network is always a problem since there are no towers around…. Not well sustainable because we will fail due to our environment. And network in our location is truly bad." From the analyses of the excerpts above, it is indicative that lack of internet access, data bundle and poor network constitutes a major challenge to Timber Processing and Application students' participation in e-learning. According to the six participants that commented on the lack of internet access, the sustainability of e-learning depends on the availability of internet connection, and this seems not possible studying from home. One of the participants also noted the provision of data by the University and complained about the ineffectiveness of such services as provided by MTN in their location, and this might have also affected participation in e-learning. Also, participants were vociferous on lack of data as a hindrance to e-learning of Timber Processing and Application. It was revealed that data depletes fast, its cost in South Africa is exorbitant, as a result, students are unable to access relevant resources to support their learning. Poor internet network which was revealed as a problem was attributed to the rural environment and the absence of cell phone towers (telecommunication masts), which led to the participants' conclusion that e-learning is not sustainable and will result in students' failure.
Preference for Face-to-face learning Some participants who narrated their experience in the study of Timber Processing and Application expressed their preference for F2F learning when compared to e-learning mode as shown in the excerpts below.

"from time to time I depend on my lecturers for clarifications …without practical's, it might affect my understanding of some concepts in the module… face-to-face classes are important for easy comprehension, the performance of practicals will be difficult without the needed materials, this will also affect group task, and this is helpful in sharing information; Group tasks can't be accomplished in the absence of face-to-face class as it makes communication hard. This is in all aspects of all modules".
Findings from the analyses of the comment in the excerpt above reveal students' preference for F2F learning when compared to e-learning. Several reasons are attributed to this preference. As revealed, F2F learning gives room first, for the performance of practical, and this also simplifies the understanding of some concepts which is difficult in e-learning. The study also revealed that carrying out practical tasks on e-learning is not possible due to the absence of the relevant requirements, which is not necessarily the same with F2F learning. Furthermore, the study found that F2F learning gives room for group tasks which creates avenues for easy interaction.

Absence of practical activities in e-learning
One of the participants who commented expressed her view on the absence of practical activities during their participation in e-learning. This is expressed in the comment below.
"As a science teacher (prospective), you need to be able to teach laboratory skills. Which we as student teachers are now not being taught. We need to be equipped with hands-on lab skills so that when we teach, we know exactly what we are talking about." From the analysis of the comment above, it can be seen from the participant's perspective that practical tasks were not possible to execute because of the e-learning approach adopted during the pandemic. According to the participant, this aspect of the module is very important because it gives its recipient the practical foundation and knowledge required of a science teacher.

Unavailability of ICT and other learning infrastructure
From the analysis of data generated on participants perspectives, it was revealed that, participation in remote learning is only possible based on the availability of the necessary ICT learning gadgets. These, they expressed in the comments below.

and typing is almost impossible. There is a smartphone that I will use, and my neighbour is willing to lend me a laptop in times of need." "I don't have many facilities/resources to engage in such."
"The fact is that I don't own the required facilities such as a laptop or quality access to an internet connection to complete specific tasks at a given time.
Findings from the excerpts above reveal that the availability of ICT learning gadgets constitutes a hindrance to participating in e-learning. According to one participant, there is only one laptop at home, and since everyone wants to use it, this becomes a 'survival of the fittest game', thereby making it difficult to have access to the laptop when needed. Consequently, this impacts the student's study since it brings about a lack of focus. A participant also lamented on lack of a functional laptop or phone to participate in e-learning, and this could be attributed to the challenges at home that impeded the participant's effective participation, but then status at home is a major factor. The participant further stated the need for other resources, his comments revealed his disability and as such the need for audio devices that will facilitate his participation in e-learning. However, two participants share similar views on being in possession of cell phones with which they took part in remote learning. From the third participant's comment, it is suggestive that cell phone use for an online class is difficult because of the challenges students encounter whilst downloading bigger files due to insufficient space. Typing efficiently was also a challenge faced by the respondents.

Difficulty in time management and self-discipline
Some participants expressed concern about how difficult it was to manage their time as well self-discipline participating in e-learning. This they expressed in the comments below.
"It really difficult to manage your own time, especially at home because you also have to do some chores and thinking that there is no modules timetable at all to know that you have attended a class." "…. Sometimes I fail to comply with the time I allocate for studying. Chaos and lack of discipline to the time frame for studying." "One must have learning discipline which I still don't have." From participants' comment above, it is highlighted that time management and self-discipline are challenges when it comes to participating in e-learning. According to the first participant, there is a conflict of interest when it comes to juggling between academic and domestic activities as expressed in her comment above. A participant also highlighted time management as a challenge. Lack of discipline and chaos are cited as the major reasons why there is improper use of time. On the act of discipline, it was articulated that one must have learning discipline if the person is to participate in e-learning.

Lack of Conducive Learning Environments
One participant expressed her view on the poor environmental condition which inhibits effective participation in e-learning. This is expressed in her comment below.
"…no encouraging atmosphere for study, privacy, no space to study, inability to focus, stress and anxiety.
Findings from the analysis of the comment above reveal that most learning environments especially at home, are not conducive for e-learning. The student attributed this to a lack of privacy, which probably leads to a lack of concentration, stress and anxiety.

DISCUSSION OF FINDINGS
This section presents the discussion of findings emanating from students on variables that affect their transition from F2F to e-learning of Timber Processing and Application amid the COVID-19 pandemic. These findings are discussed below.

Theme 1: Internet-related issues.
The study found that limited or no access to the internet, lack of data bundles and poor internet connection constituted challenges to students' participation in e-learning of Timber Processing and Application.
Limited or no access to the internet has been reported as a challenge by many scholars. 42 The research found that lack of internet access constitutes a challenge to online learning. 43 This is consistent with a study that revealed that access to the internet plays a major role in the achievement of e-learning and that this cannot be achieved if students have limited or no access. Besides, another revelation in agreement with this result reported that the efficiency of e-learning services is reduced because of low or limited internet provision. 44 The study found that e-learning was hampered due to a lack of internet data. This corroborates a study that found that lack of internet data contributed to science and technology students' inability to take part in remote learning during the lockdown. 45 The study also found that data cost is very expensive. This is consistent with another research which revealed that internet service required to connect e-learning platforms necessitates a lot of data. Also, the cost to purchase data bundles is too high which might be difficult for both students and lecturers. Also found in the study was poor internet connectivity as a challenge to e-learning. This result complemented another study that reported poor internet service among other challenges, as part of the glitches to effective online learning of students in the Philippines. 46 Poor internet connectivity is said to be one of the major hindrances to e-learning. This agrees with a finding which highlighted that unstable internet connectivity impacted negatively on students' e-learning experience in Jordan. 47 According to the study, students from rural remote communities are faced with this kind of challenge.

Theme 2: Preference for face-to-face learning
The study found that the preference of participants favoured F2F when compared to e-learning. Firstly, F2F learning offers clarity and an easy understanding of concepts. This finding is in line with another result which revealed that students having contact with the teacher promotes learning and enhances understanding of concepts taught. 48 Secondly, the results show that the e-learning environment lacks that physical interaction inherent in F2F learning. Also, this is consistent with another study which revealed that students preferred F2F learning when compared to e-learning because the interaction in F2F learning is one activity students cannot do away with because they love to work together with their peers. 49 According to the TAM, the perceived usefulness of technology is influenced by the perceived ease of use. In respect of these findings, the perceived ease of use of e-learning when compared to F2F is negative because of the difficulties the understanding of concepts taught as well as the lack of physical interaction between peers. 50 Theme 3: Absence of practical activities in e-learning The study revealed the absence of practical activities in e-learning. According to the findings in this study, science teachers should be equipped with hands-on skills needed to teach the subject, but this they have missed because of the e-learning approach. This finding agrees with the result of another research, a similar revelation was made in their study for agricultural students in India, it was highlighted that conducting practical activities via online learning is difficult. 51 According to them, there is a need for a blended approach to cater for all aspects of learning. In addition, it was reported that e-learning is not suitable for all subjects, especially those with demonstrative practice. 52 According to the TAM framework, it is suggestive that the Perceived usefulness of e-learning is uncertain since it does not allow for practical activities. TAM further remarked that people tend to either use technology or not based on their belief that it will help them to perform their job. This follows the advantage technology offers in terms of the affordance to achieve the purpose or goal of a given task. Hence, the perceived usefulness of e-learning in the study of the practical aspect of Timber Processing and Application is negative, as such their adoption of this type of education is not conceivable.

Theme 4: Unavailability of ICT and other learning infrastructure
One peculiar area that has hampered the effectiveness of e-learning is the unavailability of the needed ICT and other learning infrastructure. 53 The research found that some students of Timber Processing and Application lack the needed learning infrastructure in the transition from F2F to e-learning. This is corroborated by the study that signposted lack of sufficient personal equipment, such as personal computers and electronic devices, laptops, and smartphones hinder online learning. 54 Similarly, other studies revealed that lack of ICT infrastructure constitutes part of the challenges that affected medical students' choice of online learning during the lockdown. 55 It was also found in the study that provision needs to be made for students with disabilities to ensure their effective participation.

Theme 5: Difficulty in time management and self-discipline
Time management is very crucial in planning online programmes. 56 As revealed, participants in the study had the difficulty in managing their time. This agrees with another study which revealed that students who study at home find it difficult to manage their time. 57 They concluded that the ability to keep to time schedule affected online learning outcomes. The study also found that self-discipline is necessary to stay with e-learning. In agreement with this, a scholar cautioned that maximizing the benefits of online learning demands the inculcation of critical values such as self-discipline and self-direction. 58 Theme 6: Lack of conducive learning environment It is a fact from an empirical point of view that the academic performance of university students was affected by the environmental conditions, to which they were exposed at home during the COVID-19 pandemic. 59 Participants in the study lamented on the lack of conducive space to study. This is corroborated by another study that reported similar challenges as it revealed that environmental condition hinders effective online learning. 60 The lack of space led to the inability to concentrate resulting in stress and anxiety. This result is supported by another study which found that the lack of physical space conducive for learning contributes to the poor mental condition of online participants. 61 Consequently, it was argued that, despite the expectation that e-learning increases educational opportunities for all students irrespective of background and socioeconomic status, there are still challenges associated with this type of education. 62 It is in this regard that Dhawan concludes that students without a conducive working space will be disadvantaged. 63

CONCLUSION AND RECOMMENDATIONS
The study explored the e-learning of Timber Processing and Application during the COVID-19 pandemic. The objective was to identify variables that hinder the adoption of e-learning for the study of Timber Processing and Application. This objective was addressed through a review of related literature on e-learning. Technology Acceptance Model was employed as a theoretical framework, whilst a qualitative case study design was applied in data generation and analysis. The results highlighted limited/no access to the internet, lack of internet data bundles, poor internet connectivity, preference for face-to-face learning, absence of practical activities in e-learning, unavailability of ICT learning infrastructure, difficulty in time management and self-discipline as well as lack of conducive learning environment as challenges to the smooth e-learning of the Timber Processing and Application course. From the above challenges, the study concludes that the e-learning of Timber Processing and Application during the COVID-19 pandemic was marred with diverse challenges.
Furthermore, the study also concludes that e-learning approach alone cannot cater for the learning of Timber Processing and Application but to complement the face-to-face appraoch since the module involves practical activities. From the findings, the study recommends that all stakeholders within the Department of Higher Education and Training, Government, and Civil Society Organisations should collaborate to ensure the increased investment to cater for such challenges as highlighted above. Also, there is need to make provision for blended or hybrid learning approach which is a combination of face-to-face and e-learning methods to ensure the effective learning of the module because of the theoretical and practical component. Furthermore, the study recommends that students should be introduced and trained in the use of various online platforms for educational purposes so as to cater for learning in times of disruptions such as the COVID-19 pandemic.