The integration of online learning tools in higher education institutions (HEIs) has
revolutionised the educational landscape, offering new opportunities for flexible and
accessible learning. However, in the South African context, this shift has unveiled
significant challenges, particularly for students from socio-economically
disadvantaged backgrounds. Despite the growing reliance on digital platforms, gaps
remain in understanding how these tools impact students’ academic experiences,
particularly in terms of accessibility, usability, and effectiveness. Using a qualitative
research approach underpinned by the interpretivist paradigm, the study employed
semi-structured interviews and employed a convenience sampling technique to select
readily available students, while also ensuring a purposive approach to focus on
participants from various disciplines relevant to the research. The findings reveal that
while online learning tools enhance flexibility and provide opportunities for self-paced
learning, their effectiveness is hindered by pervasive barriers, such as limited internet
access, high data costs, unreliable digital infrastructure, and low levels of digital
literacy among students. Moreover, the digital divide exacerbates inequality, with
students from under-resourced communities facing greater difficulties in leveraging
these tools for academic success. The study recommends strategic interventions,
including increased investment in digital infrastructure, partnerships with internet
service providers to reduce data costs, and the incorporation of digital literacy training
into academic programs. Therefore, this study contributes to the growing body of
literature on digital education in South Africa.