The effectiveness of online learning in adult education: A comparative analysis of traditional classroom-based learning and online learning in a South African Rural context

The effectiveness of online learning in adult education: A comparative analysis of traditional classroom-based learning and online learning in a South African Rural context

Nkarhi Excellent Mathebula , Ronnie Risimati Maceke & Wilfred Molotja

Issue: Vol. 7 No. 8 2026 Article 3 pp. 941 – 952
DOI : https://doi.org/10.38159/jelt.2026783 Published online 29th September 2026.

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ABSTRACT

This study critically examines the effectiveness of online learning in adult education through a comparative analysis of traditional classroom-based learning and online learning within rural South African contexts. Grounded in Digital Divide Theory, Social Constructivism, and Adult Learning Theory, the study explores how adult learners and educators experience, negotiate, and evaluate different modes of learning amid persistent structural inequalities affecting rural communities. A qualitative research approach was employed, with data generated through semi-structured interviews involving purposively selected adult learners and educators from selected rural areas in South Africa. The findings reveal that online learning remains constrained by inadequate technological infrastructure, high data costs, digital illiteracy, unstable connectivity, and limited opportunities for interactive engagement. However, participants also acknowledged that online learning provides flexibility, expands access for working adults, and ensures continuity of learning during the COVID-19 pandemic. In contrast, traditional classroom-based learning was perceived to promote immediate feedback, collaborative learning, peer interaction, and stronger learner support systems, although geographical distance and transport-related challenges limited accessibility. The study concludes that the effectiveness of learning is shaped less by the mode of delivery itself and more by contextual realities, learner preparedness, institutional support, and access to resources. The paper recommends the adoption of blended learning models, targeted rural digital infrastructure development, comprehensive digital literacy programmes, and context-responsive policy interventions to strengthen adult education in rural communities. The study contributes to ongoing scholarly debates on equitable, inclusive, and sustainable lifelong learning in developing contexts.

Keywords: Online learning, Adult education, Rural South Africa, Digital divide, Classroom-based learning.

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AUTHOR(S)

Dr Nkarhi Mathebula is a Senior Lecturer at the University of Limpopo. He is currently offering Adult Education in the Department of Education Studies at the University of Limpopo (South Africa). He holds a PhD from the University of Limpopo. Dr Mathebula has published 37 papers. He has presented papers in both national and international conferences and chaired various conference sessions. Dr Mathebula’s key areas of research interest include Adult Education; Higher Education; Teaching Practice; and Public Administration.

Dr. Ronnie Risimati Maceke is a Senior Lecturer in the Department of Education Studies at the University of Limpopo, South Africa. He holds a PhD in Adult Education from the University of South Africa (UNISA). He is a reviewer for several local and international academic journals. His research interests include Adult and Community Education and Training (ACET), Technical and Vocational Education and Training (TVET), curriculum, and school management and leadership.

Tsebe Wilfred Molotja is a Full Professor in English Language Teaching in the Department of Language Education in the School of Education at the University of Limpopo. He has positively contributed to the training of English First Additional Language teachers. His research revolves around issues in Academic Reading, Academic Literacy in primary schools, Assessment in Language Teaching, English language teaching methodologies, and developing Reading and Writing Skills in primary and secondary schools and Institutions of Higher Learning. He has presented papers at National and International conferences on issues about language teaching (Reading and Writing). He has published book chapters and articles in peer-reviewed books and accredited journals. He is actively involved in developing literacy skills in primary schools in Mankweng and Dikgale clusters as part of VLIR Project 3 (Multiple Literacies: Science Literacy, Health Literacy and Academic Literacy), where he serves as the Deputy Leader. He is currently serving as the Principal Investigator in Kagiso Trust in Sekhukhune East District, Limpopo Province and the Deputy Chair of Schools as Enabling Environments (NRF Research Chair) under Prof Themane. He is also involved in adjudicating in the Department of Sport, Arts and Culture (Limpopo Province) in developing young writers in English and Sepedi in Limpopo Province. He serves as a mentor for young and upcoming lecturers in the department in English language teaching.

TO CITE ARTICLE

Mathebula, Nkarhi Excellent, Ronnie Risimati Maceke, and Wilfred Molotja. “The effectiveness of online learning in adult education: A comparative analysis of traditional classroom-based learning and online learning in a South African Rural context.” Journal of Education and Learning Technology 7, no.7 (2026): 941 – 952. https://doi.org/10.38159/jelt.2026783