| Summary: | Blended learning has become immensely integrated in contemporary times owing to the emergence of COVID-19. Consequently, it was seen as an effective approach to meet the accelerated demands of the diverse student population in universities and colleges. The rapid progress of the online world has made it essential to switch from face-to-face to online space. However, first-year Science Foundation students appear to encounter challenges using various learning platforms. While the demands of the online spectrum have changed due to the advent of COVID-19, this paper aimed to assess student participation and experience while teaching online on numerous platforms including Microsoft Teams, Google Teams, Moodle, and WhatsApp. The qualitative approach was employed to obtain descriptive data which was later quantified. Semi-structured questionnaires were used to conduct interviews with a total of 120 Science Foundation students at the University of Venda in the academic year 2021 to obtain the students’ online learning experiences. The findings of this study showed that due to the variety of online platforms used in the various modules, the students are unable to interact with the lecturers since the online learning platforms were quite new and tricky to navigate through. In addition, the researchers tried to fill the gap and implement strategies for effectively engaging pedagogy on online platforms. Students’ experiences were related to poor network connectivity, computer illiteracy, difficulty adapting to the Moodle platform, intermittent home learning environment, lack of interaction, and heavy workload. There is a need for a holistic understanding of how technology has transformed the teaching and training landscape to enable academics and students to stay relevant in a rapidly evolving educational landscape.
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