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

Dagogo William Legg-Jack ORCID iD

Issue: Vol.3  No.4  April  2022  Article 1 pp. 85-101
DOI : https://doi.org/10.38159/ehass.2022341  |   Published online 5th April, 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).


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.

Keywords: COVID-19; E-learning; Lockdown; Timber Processing and Application

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Dagogo William Legg-Jack, currently, is a Postdoctoral Research Fellow in Directorate of Research Development and Innovation Walter Sisulu University, Mthatha, South Africa. He obtained his Masters and PhD in Technology Education in Science and Technology Education Cluster, University of KwaZulu-Natal (UKZN), South Africa. Dagogo has worked twice as a Contract lecturer in the Department of Technology Education, Science and Technology Education Cluster UKZN. In Nigeria, he has also served as a teacher in high schools, where he taught Technology-based subject. He also functioned as a lecturer in the Department of Metal Work Technology, School of Secondary Education (Technical), Federal College of Education (Technical), Omoku, Rivers State, Nigeria for about twelve years. Dr Legg-Jack has supervised students’ research projects both at Nigerian Certificate of Education and undergraduate levels. He is a mentor to research students at Honours, Masters and Doctorate levels. Moreover, he has participated in seminars and conferences both within and outside South Africa and has published articles in peer reviewed journals that focus on skills development, poverty reduction as well as wealth creation. Some of his recent publications is titled “Readiness for the Fourth Industrial Revolution: Experiences of Students in Practical Courses During Covid-19 Pandemic at a University in South Africa”, Digitalisation of Teaching and Learning in Nigeria amid COVID-19 Pandemic: Challenges and Lessons for Education 4.0 and 4IR.

Dagogo, W.L, “E-Learning of the Timber Processing and Application Course at a South African University amidst the Covid-19 Pandemic.” E-Journal of Humanities, Arts and Social Sciences 3, no.4 (2022):85-101.  https://doi.org/10.38159/ehass.2022341

© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).