Disrupted access and success: Students' transition to university in the time of Covid-19

• Main Authors: Helen Inglis (Author), Celeste Combrinck (Author), Zach Simpson (Author)
• Format: Book
• Published: University of Johannesburg, 2022-08-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2523-1154
• Keywords: Education; L; History of scholarship and learning. The humanities; AZ20-999
• Source: SOTL in the South, Vol 6, Iss 2 (2022)

The transition to university is complex and plays an essential role in determining students' success in higher education. In South Africa and other global South contexts, students come from diverse backgrounds, and many have to cross what Boaventura de Sousa Santos calls an 'abyssal line'. Students in university in 2020 experienced an abrupt additional transition: to online learning, as universities responded to the Covid-19 pandemic. The current study investigates second-year engineering students' perceptions of the impact of the lockdown on their own studies, and their impressions of how first-year students might have felt this impact, through semi-structured, in-depth interviews. We sought to uncover the particular discourses that students draw on when describing what it was like to experience engineering study within a global pandemic. Throughout the student narratives, we identify a multiplicity of discourses around their identity as university students: as formed through connections with peers, lecturers, the university and the physical campus; as challenged by conflicting demands when studying at home; positioned as able to manage time and work; and vulnerable to threat from failure and the immutable force of online learning. We conclude with implications for universities and student success beyond the pandemic.