Exploring South African First-Year Students' Perspectives on Deep and Meaningful Online Learning Strategies for Enhancing Digital Abilities

Abstract

The transition to online learning has highlighted significant digital competency gaps among first-year university students, particularly in South Africa, where many students come from underprivileged backgrounds with limited prior exposure to digital tools. This study explores the effectiveness of deep and meaningful learning (DML) in enhancing students’ digital abilities within an online support course. Using a mixed-methods approach, quantitative survey data (n=338) and qualitative interview data (n=10) were analysed to examine student perceptions of the six DML dimensions: self-directed learning, collaborative learning, real-world learning, reflection, authentic assessments, and constructive feedback. Findings indicate that students valued self-directed learning and reflection for fostering autonomy and metacognition, while collaborative learning and authentic assessments were perceived as beneficial but presented challenges such as inconsistent peer engagement. The lack of personalised feedback emerged as a key limitation, highlighting the need for more structured support. This study contributes to literature on digital literacy and online learning by providing empirical evidence on the role of DML in supporting digital competency development. The insights gained from this study may inform the design of more effective online learning experiences that foster digital skills and meaningful engagement among first-year university students. Keywords: deep and meaningful learning (DML), digital abilities, online learning, first-year university students, higher education