For many, online learning offers flexibility and convenience, but it may also present challenges that can impact their studies. Navigating these obstacles often requires more than academic resources, creating a need for meaningful connections and support systems.

As a first point of contact for many students enrolling in fully online studies at the University of Pretoria (UP), Julia Mamabolo, Head of UPOnline Support Services at Comprehensive Online Education Services (COES), understands students’ challenges, mainly through her role in identifying those at risk of falling behind.

Mamabolo’s master’s studies examined this question, exploring the relationship between students’ perceptions of social support and resilience in online learning. The results offered valuable insights into how institutions can better support students who are learning online.

Resilience and social support

For her research, Mamabolo surveyed 206 UPOnline students, many of whom balance full-time work with their studies, to measure their resilience and access to social support.

A BSocSci Honours in Psychology graduate from UP, Mamabolo says, focusing on social support and resilience has provided valuable insights into what online students need most in terms of support.

“The questions I asked will help me make informed decisions,” she says. “I know there isn’t a one-size-fits-all approach, but I hope it will guide how we support students. Are we giving them what they need, or just what we think is relevant?” 

Feedback from her research indicates that balancing work, family, and academics is a significant challenge, with time management, distractions, and heavy workloads being the most common issues.

Why social support matters

Mamabolo’s study highlights the diverse forms of social support that students value, such as ‘informational’ and ‘emotional’ support. Informational support, which includes clear, accessible guidance and resources, was rated as the most critical. Students also emphasised the importance of emotional encouragement and companionship, particularly when grappling with social isolation in the online learning environment.

“Social support isn’t a one-size-fits-all,” Mamabolo notes. “It’s about understanding what students need and ensuring the right channels are in place to meet those needs.”

A standout finding from the research was the importance of timely feedback from lecturers and tutors. Many students felt disconnected when feedback was delayed or unclear, which negatively affected their motivation.

“Feedback is more than just marks – it’s about connection,” Mamabolo explains. “It reassures students that they’re on the right track, and that their efforts matter.”

Practical implications for COES

As part of her role at COES, Mamabolo is uniquely positioned to translate her research into actionable strategies.

“Sometimes, the simplest solutions can make the biggest difference,” she says. 

She also highlights the importance of monitoring at-risk students. COES already flags students who fall behind and collaborates with Higher Education South Africa, its partner on three fully online programmes, to reach out to them. However, her research suggests more targeted interventions, especially for students facing personal or emotional challenges.

Work-life balance

Mamabolo says her passion for her research topic is personal. As a professional balancing her own master’s studies with work and life responsibilities, she empathises with the challenges faced by UPOnline students. 

“I know what it’s like to juggle multiple roles,” she says. “Having a strong support system – whether it’s family, friends, or colleagues – makes all the difference. Success in online learning isn’t just about academic skills. It’s about having a community that helps students navigate the journey.”