Exploring deepened anxiety during the COVID-19 transition to online teaching and learning: Coping strategies within and beyond communities of practice in rural universities of South Africa and Uganda

Exploring deepened anxiety during the COVID-19 transition to online teaching and learning: Coping strategies within and beyond communities of practice in rural universities of South Africa and Uganda

Newlin Marongwe , Loyce Kiiza Kobusingye & Taruvinga Mavenyengwa

Issue: Vol. 7 No. 9 2026 Article 2 pp. 1035- 1052
DOI : https://doi.org/10.38159/jelt.2026792 Published online 27th October 2026.

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ABSTRACT

The rapid increase in anxiety among teaching professionals before and after the COVID-19 pandemic has given university lecturers and students around the globe the motivation to explore ways to deal with anxiety as a key mental health issue, which has caused increased psychological and affective discomfort among both categories of population. In this study, the researchers explored how lecturers and students responded to the increased anxiety caused by a sudden, unexpected transition from traditional teaching and learning strategies to online delivery modes. Seventy participants, drawn from one Ugandan and one South African rural university, were purposively selected, and data were collected through in-depth interviews and focus group discussions. Thematic analysis of data, together with verbatim narratives, was used. The findings of this study reveal that communities of practice were the most widely adopted strategy to reduce and subsequently alleviate anxiety, in addition to physical activities, seeking mental health services, strengthening relationships among faculty, support staff and students, and training in online pedagogies. The recommendations highlight the need to frequently train students and lecturers on Learning Management Systems. This study highlights how community of practice (COP) systems and emerging support mechanisms can ease anxiety during online learning in rural universities, offering insights to guide policy and improve lecturer and student well-being and success in South Africa, Uganda, and similar contexts.

Keywords: Anxiety, Teaching, Learning, Online, COVID-19.

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AUTHOR(S)

Newlin Marongwe was an Associate Professor in the Faculty of Education at Walter Sisulu University during the conceptualisation and data collection for the paper. She is now a Research Professor at North-West University in the School of Psychosocial Education.

Loyce Kiiza Kobusingye is an Associate Professor of Educational Psychology at Mountains of the Moon University, in Uganda. She has also previously taught Educational Psychology at Makerere University, the oldest university in Uganda.

Taruvinga Mavenyengwa is a lecturer in the Department of Auditing, Faculty of Economic and Financial Sciences at iYunovesithi Walter Sisulu.

TO CITE ARTICLE

Marongwe, Newlin, Loyce Kiiza Kobusingye, and Taruvinga Mavenyengwa. “Exploring Deepened Anxiety during the COVID-19 Transition to Online Teaching and Learning: Coping Strategies within and beyond Communities of Practice in Rural Universities of South Africa and Uganda.” Journal of Education and Learning Technology 7, no.9 (2026): 1036 – 1052. https://doi.org/10.38159/jelt.2026792