The rapid adoption of e-learning in higher education, particularly in developing countries, aims to overcome geographical, infrastructural, and socio-economic barriers. Despite its potential, students in these regions face numerous challenges in fully engaging with online learning platforms. This study investigates the role of Self-Regulated Learning (SRL) and resilient strategies in helping students navigate these barriers. Data were collected through semi-structured interviews with open-ended questions, and analysed thematically. Twenty-four students (12 males and 12 females) from two universities in South Africa and Mozambique were interviewed to explore the strategies they employed to overcome technological, psychological, and contextual challenges. The findings reveal that students employ a combination of SRL and resilience strategies, such as goal setting, time management, self-monitoring, and peer support through platforms like WhatsApp and YouTube. A striking finding was the creation of peer-led YouTube channels by students, providing low-tech solutions for navigating e-learning platforms and offering educational support to their peers. These peer-led initiatives exemplify innovation and resilience, fostering collaboration in a resource-constrained environment. The study introduces the Self-Regulated Resilience Framework (SRRF) and highlights the significance of SRL and resilience in promoting student agency and resilience. Recommendations include the institutional integration of peer-led initiatives and SRL/resilience-focused training to enhance e-learning sustainability. Further research is needed to explore the scalability of these peer-driven strategies and their long-term impact on academic outcomes. The contribution of this study lies in its identification of these peer-led initiatives as scalable and innovative solutions for enhancing student engagement and success in e-learning.
Halle et al. (Tue,) studied this question.