Presentation Schedule
Peer-Driven Innovation and Student Self-Regulation in Resource-Constrained E-Learning (108853)
Session Chair: Carlie Luzaan Schlebusch
Sunday, 12 July 2026 16:05
Session: Session 4
Room: UCL Torrington, G09 (Ground Floor)
Presentation Type:Oral Presentation
The rapid expansion of e-learning in higher education, particularly within developing countries, has been driven by efforts to overcome geographical, infrastructural and socio-economic barriers. Despite its potential to widen access, students in these contexts continue to face significant challenges in fully engaging with online learning platforms. This study examines the role of Self-Regulated Learning (SRL) and resilience strategies in enabling students to navigate these barriers effectively. Data were gathered through semi-structured interviews comprising open-ended questions and analysed thematically. Twenty-four students (12 male and 12 female) from two universities in South Africa and Mozambique participated in the study, offering insights into the strategies they employed to address technological, psychological and contextual challenges. The findings indicate that students draw upon a combination of SRL and resilience strategies, including goal-setting, time management, self-monitoring and peer support through platforms such as WhatsApp and YouTube. A notable finding was the establishment of peer-led YouTube channels, which provided low-technology solutions for navigating e-learning systems and delivering academic support. These initiatives illustrate innovation and resilience, fostering collaborative learning within resource-constrained environments. The study proposes the Self-Regulated Resilience Framework (SRRF), highlighting the importance of integrating SRL and resilience to strengthen student agency. Recommendations include the institutional support of peer-led initiatives and the incorporation of SRL and resilience training to enhance the sustainability of e-learning. Further research is required to assess the scalability of these peer-driven approaches and their long-term impact on academic achievement. The study contributes by identifying peer-led innovation as a scalable strategy for improving student engagement
Authors:
Carlie Luzaan Schlebubsch, Central University of Technology, South Africa
Vincente Antonio Halle, Central University of Technology, South Africa
Nicole Swartz, Central University of Technology, South Africa
About the Presenter(s)
Associate Professor Carlie Luzaan Schlebusch. Acting Dean: Teaching and Learning, Faculty of Humanities.
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