UKZN PhD Graduate Explores the Realities of Online Learning

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Dr Daphne Pillay’s PhD journey at the University of KwaZulu-Natal (UKZN) began at a moment of global disruption, when the sudden shift to online learning reshaped Higher Education almost overnight. 

As a master’s student in 2020, she found herself navigating unfamiliar digital spaces while trying to maintain academic momentum, an experience shared by many of her peers. What started as a personal challenge soon evolved into a critical research focus, as Pillay became determined to explore how postgraduate students were making sense of this ‘new normal’ and what it meant for teaching and learning in an increasingly digital world.

Her doctoral study, ‘Making Sense of Our New Normal: Theorising the Experiences of Students with Online Learning in Master’s Modules’, speaks directly to one of the most significant shifts in Higher Education in recent years and was inspired by her own experiences.

“What stood out to me was that the shift was not just technical. It fundamentally changed how we engaged with learning,” Pillay reflects. “Many of us were trying to make sense of a completely new way of studying, often in isolation.”

Through in-depth, semi-structured interviews, observations, and document analysis, Pillay captured the lived experiences of master’s students grappling with online learning. Her research moved beyond surface-level observations, uncovering complex emotional and academic journeys marked by both challenge and growth.

Among her most compelling findings was the diversity of student experiences. While some struggled with isolation, limited interaction, and the demands of self-discipline, others developed resilience and a renewed sense of independence.

“What surprised me was how many students began to redefine themselves as learners,” she explains. “They became more reflective and took greater ownership of their learning, even in difficult circumstances.”

At the same time, her research highlighted persistent inequalities, particularly around access to technology and support. These disparities underscored the need for more inclusive and responsive approaches to online and hybrid learning.

Drawing on frameworks such as the ‘Community of Inquiry and Natural Identity Frameworks’, Pillay also introduced the Educational Gap Theory, offering a nuanced lens through which to understand the interplay between structure, identity, and experience in digital learning environments.

She believes her findings carry important implications for universities.

“Online learning is not just about delivering content; it’s about connection, support, and understanding students’ realities,” she says. “Institutions need to create flexible, student-centred environments that consider both academic and emotional well-being.”

Pillay credits much of her success to the strong support structures at UKZN, particularly the guidance of her supervisor, Professor Simon Khoza. “His feedback, encouragement and academic direction were invaluable,” she says.

“The broader academic environment and peer support also played a significant role in making this journey manageable. Another very special part was the support of my family. There were times when I felt like giving up, but having them stand by me made the journey feel less lonely and gave me the strength to continue.”

Beyond the academic achievements, her PhD journey has been transformative on a personal level. “There were moments of doubt and uncertainty, but those challenges helped me grow and develop confidence and trust in myself,” she reflects. 

As she looks to the future, Pillay hopes her research will contribute to more thoughtful and inclusive postgraduate education systems. 

Words: Lorna Charles-Wright

Photograph: Sethu Dlamini