SPECIAL ISSUE 1 July 2026
DOI DOI: 10.66434/ijsie.v1i1si.569

‘Always Online’: Investigating how the continuous digital connectivity influences academic discipline among postgraduate students at a South African university

Makhosazanaza Shoba1
  1. 1 Univerisity of KwaZulu-Natal, South Africa

Abstract

The widespread presence of smartphones, computers, social media platforms (such as Facebook and Snapchat), and algorithm-driven content streams (such as TikTok), along with the availability of Artificial Intelligence AI tools, has transformed the daily learning environment of university students around the world. This study investigates how continuous digital connectivity influenced postgraduate students' academic discipline at a South African university. Academic discipline is conceptualised as a lived, socially embedded practice encompassing self-regulated learning, time management, goal commitment, and resistance to distractions in digital learning spaces. An interpretive qualitative approach and a case study design were employed. The study utilised semi-structured interviews and reflections to collect data. Four postgraduate honours students were selected using convenience sampling from the Curriculum Studies Department at a South African university. Thematic analysis was used to identify recurring patterns in students' narratives about studying, self-discipline, concentration, and digital media engagement. Findings revealed that constant connectivity and the hybridity of contemporary learning environments have affected students' identities and conceptions of academic discipline, shifting from an internally regulated attribute to one increasingly co-produced through continuous interaction with digitally mediated environments. Digitally mediated learning spaces made it difficult for students to navigate competing demands for attention and productivity while balancing academic and non-academic digital engagements. The study recommends introducing institutional, pedagogical, and digital design curriculum interventions to support sustained academic engagement in an always-online world.

How to Cite

Shoba, M. (2026). ‘Always Online’: Investigating how the continuous digital connectivity influences academic discipline among postgraduate students at a South African university. International Journal of Studies in Inclusive Education, 1(1si), 103–110. https://doi.org/10.66434/ijsie.v1i1si.569
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Adeyiga, A. A., & Mpungose, C. B. (2025). Teaching reading comprehension in the digital age: A case study of secondary English teachers in Ogun State, Nigeria. African Identities, 13(3), 1-15. https://doi.org/10.1080/14725843.2025.2528879
  2. Akpan, I. J., Offodile, O. F., Akpanobong, A. C., & Kobara, Y. M. (2024). A comparative analysis of virtual education technology, e-learning systems research advances, and digital divide in the global south. Informatics 11(3), 36¬¬¬¬¬¬¬¬¬¬-53. https://doi.org/10.3390/informatics11030053
  3. Algozzine, D. R., & Lim, J. H. (2021). Doing case study research: A practical guide for beginning researchers. Teachers College Press.
  4. Anderson, K. P., Ritter, G. W., & Zamarro, G. (2019). Understanding a vicious cycle: The relationship between student discipline and student academic outcomes. Educational Researcher, 48(5), 251–262. https://doi.org/10.3102/0013189X19848720
  5. Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), 3276¬-3291. https://doi.org/10.3390/s20113291
  6. Bertram, C., & Christiansen, I. (2014). Understanding research. An introduction to reading research. Van Schaik Publishers.
  7. Carbonel, H., Noteboom, J., Finnegan-Dehn, S., & Raver, M. (2023). Mapping and tracing the postdigital: Approaches and parameters of postdigital research. Postdigital Science and Education, 5(3), 623–642. https://doi.org/10.1007/s42438-023-00391-y
  8. Chávez-Yacolca, D. R., Castro-Champión, R. B., Cisneros-Gonzales, N. M., Cunza-Aranzábal, D. F., Morales-García, M., & Abanto-Ramírez, C. D. (2025). Relationship between academic procrastination and internet addiction in Peruvian university students: The mediating role of academic self-efficacy. Frontiers in Psychology, 15, (14), 56–72. https://doi.org/10.3389/fpsyg.2024.1454234
  9. Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). SAGE.
  10. Daly, A., Hagendorff, T., Hui, L., Mann, M., Marda, V., Wagner, B.,…& Witteborn, S. (2019). Artificial intelligence governance and ethics: Global Perspectives, 19(7), 38–48. https://doi.org/10.2139/ssrn.3414805
  11. De Vos, A. S. (2013). Qualitative data analysis and interpretation. In A. S. De Vos, H. Strydom, C. B. Fouche & C. S. L. Delport (eds.), Research at grass roots: For the social sciences and human service professions (3rd ed., pp. 333–348). Van Schaik Publishers.
  12. Du Preez, P., Simmonds, S., & Le Grange, L. (2022). Re/thinking curriculum inquiry in the posthuman condition: A critical posthumanist stance. Education as Change, 26(1), 1–20. https://doi.org/10.25159/1947-9417/11460
  13. Du, J., Hew, K. F., & Liu, L. (2023). What can online traces tell us about students’ self-regulated learning? A systematic review of online trace data analysis. Computers & Education, 10(4), 19–38. https://doi.org/10.1016/j.compedu.2023.104828
  14. Fawns, T., Ross, J., Carbonel, H., Noteboom, J., Finnegan-Dehn, S.,…, & Raver, M. (2023). Mapping and tracing the postdigital: Approaches and parameters of postdigital research. Postdigital Science and Education, 5(3), 623-642. https://doi.org/10.1007/s42438-023-00391-y
  15. Firaina, R., & Sulisworo, D. (2023). Exploring the usage of ChatGPT in higher education: Frequency and impact on productivity. Buletin Edukasi Indonesia, 2(1), 39–46. https://doi.org/10.56741/bei.v2i01.310
  16. Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2023). Classification of barriers to digital transformation in higher education institutions: Systematic literature review. Education Sciences, 13(7), 730–746. https://doi.org/10.3390/educsci13070746
  17. Grey, D. E. (2014). Doing research in the real world. SAGE.
  18. Heidari, E., Moghaddam, A. & Salimi, G. (2023). Cyberloafing in academia: A sequential exploration into students’ perceptions. EducInfTechnol 28(6), 8113–8133. https://doi.org/10.1007/s10639-022-11524-4
  19. Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2018). The effect of mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28(9), 177–195. https://doi.org/10.1016/j.tsc.2018.04.002
  20. Jandrić, P., & Knox, J. (2022). The postdigital turn: Philosophy, education, research. Policy Futures in Education, 20(7), 780–795. https://doi.org/10.1177/14782103211062713
  21. Jandrić, P., Knox, J., Besley, T., Ryberg, T., Suoranta, J.…& Hayes, S. (2018). Postdigital science and education. Educational Philosophy and Theory, 50(10), 893–899. https://doi.org/10.1080/00131857.2018.1454000
  22. Jandrić, P., Peters, M. A., Besley, T., Green, B. J., & Kamenarac, O. (2024). Postdigital educational geopolitics. Postdigital Science and Education, 6(4), 1017–1031. https://doi.org/10.1007/s42438-024-00472-6
  23. Kaeane, N. L., & Molokomme, R. T. (2025). Navigating the new normal: Challenges in lecturers' adaptation to online learning at a South African university of technology post-emergency remote teaching. Edelweiss Applied Science and Technology, 9(2), 590–602. https://doi.org/10.55214/25768484.v9i2.4541
  24. Khoza, S. B. (2016). Can curriculum managers’ reflections produce new strategies through Moodle visions and resources? South African Journal of Education, 36(4), 1–9. https://doi.org/10.15700/saje.v36n4a1317
  25. Khoza, S. B. (2020). Academics’ “Why" of knowledge-building for the Fourth Industrial Revolution and COVID-19 Era. International Journal of Higher Education, 9(6), 247–258. https://doi.org/10.5430/ijhe.v9n6p247
  26. Khoza, S. B. (2025). Justice in curriculum: Coming closer to educating the natural reality of the fourth or fifth industrial revolution (4IR/5IR). Africa Education Review, 21(3), 1–11. https://doi.org/10.1080/18146627.2026.2626288
  27. Khoza, S., & Mpungose, C. (2025). academics’ responses to COVID-19 and 4IR resources for authentic e-assessment. Curriculum Development and Evaluation, 11(5), 119-135. https://doi.org/10.1163/9789004717992_008
  28. Kopp, M., Gröblinger, O., & Adams, S. (2019). Five common assumptions that prevent digital transformation in higher education institutions. In Inted2019 Proceedings (pp. 1448–1457). IATED. https://doi.org/10.21125/inted.2019.0445
  29. Koroleva, E. (2022). Attitude towards using fintech services: Digital immigrants versus digital natives. International Journal of Innovation and Technology Management, 19(8), 225–241. https://doi.org/10.1142/S0219877022500298
  30. Koskelainen, T., Kalmi, P., Scornavacca, E., & Vartiainen, T. (2023). Financial literacy in the digital age—A research agenda. Journal of Consumer Affairs, 57(1), 507–528. https://doi.org/10.1111/joca.12510
  31. Krskova, H., Baumann, C., Breyer, Y., & Wood, L. N. (2021). The skill of discipline–measuring FIRST discipline principles in higher education. Higher Education, Skills and Work-Based Learning, 11(1), 258–281. https://doi.org/10.1108/HESWBL-10-2019-0128
  32. Krskova, H., Breyer, Y., Baumann, C., & Wood, L. N. (2020). An exploration of university student perceptions of discipline: Introducing FIRST discipline principles. Higher Education, Skills and Work-Based Learning, 10(1), 61–82. https://doi.org/10.1108/HESWBL-02-2019-0026
  33. Lapan, S. D., Quartaroli, M. T., & Riemer, F. J. (2012). Qualitative research: An introduction to methods and designs. John Wiley & Sons.
  34. Lukose, J. M., & Agbeyangi, A. O. (2025). Enhancing ICT literacy and sustainable practices in the rural hospitality industry: Key insights and implications. Journal of Infrastructure Policy and Development, 9(2), 26–41. https://doi.org/10.24294/jipd11425
  35. Maree, K. (ed). (2018). First steps in research. Van Schaik.
  36. Molokomme, R. T. (2024). Unveiling challenges with e-learning faced by academic staff at a University of Technology after COVID-19 pandemic in South Africa. International Journal of Research in Business and Social Science, 13(2), 394–404. https://doi.org/10.20525/ijrbs.v13i2.3218
  37. Morgan, A., Sibson, R., & Jackson, D. (2022). Digital demand and digital deficit: conceptualising digital literacy and gauging proficiency among higher education students. Journal of Higher Education Policy and Management, 44(3), 258–275. https://doi.org/10.1080/1360080X.2022.2030275
  38. Mpungose, C. B. (2020a). Is Moodle or WhatsApp the preferred e-learning platform at a South African university? First-year students’ experiences. Education and Information Technologies, 25(2), 927-941. https://doi.org/10.1007/s10639-019-10005-5
  39. Mpungose, C. B. (2020b). Beyond limits: Lecturers’ reflections on Moodle uptake in South African universities. Education and Information Technologies, 25(6), 5033-5052. https://doi.org/10.1007/s10639-020-10190-8
  40. Mpungose, C. B. (2020c). Beyond limits: Lecturers’ reflections on Moodle uptake in South African universities. Education and Information Technologies, 25(6), 5033-5052. https://doi.org/10.1007/s10639-020-10190-8
  41. Mpungose, C. B., & Khoza, S. B. (2022). Postgraduate students’ experiences on the use of Moodle and Canvas learning management system. Technology, Knowledge and Learning, 27(1), 1-16. https://doi.org/10.1007/s10758-020-09475-1
  42. Ooi, K. B., Tan, G. W. H., Al-Emran, M., Al-Sharafi, M. A., Capatina, A., Chakraborty, A., ... & Wong, L. W. (2025). The potential of generative artificial intelligence across disciplines: Perspectives and future directions. Journal of Computer Information Systems, 65(1), 76–107. https://doi.org/10.1080/08874417.2023.2261010
  43. Peters, M. A., & Besley, T. (2019). Critical philosophy of the postdigital. Postdigital Science and Education, 1(1), 29–42. https://doi.org/10.1007/s42438-018-0004-9
  44. Salubi, O. G., & Muchaonyerwa, N. (2023). Postgraduate students’ internet use and prevalence of internet addiction: What roles can librarians play post COVID-19? Digital Library Perspectives, 39(4), 517–537. https://doi.org/10.1108/DLP-12-2022-0100
  45. Sam, A. K., & Olbrich, P. (2023). The Need for AI Ethics in Higher Education. In Corrigan, C. C., Asakipaam, S. A., Kponyo, J. J., Luetge, C. (eds.) AI Ethics in Higher Education: Insights from Africa and Beyond. Springer Briefs in Ethics. Springer, Cham. https://doi.org/10.1007/978-3-031-23035-6_1
  46. Samiha, Y. T., & Fauzi, M. (2025). Madrasah Ibtidaiyah teacher candidates' strategies in fostering student discipline in the digital age. Journal of Educational Sciences, 9(3), 1326–1333.
  47. Sawyerr-George, O. E., & Agina-Obu, R. (2023). Internet usage among university students in Nigeria: A case study. Asian Journal of Information Science and Technology, 11(7), 536–551. https://doi.org/10.51983/ajist-2023.13.1.3411
  48. Shahzad, M. F., Xu, S., Liu, H., & Zahid, H. (2025). Generative artificial intelligence (ChatGPT‐4) and social media impact on academic performance and psychological well‐being in China's higher education. European Journal of Education, 60(1), 128–144. https://doi.org/10.1111/ejed.12835
  49. Sim, K. N., Northcote, M., & Lim, C. P. (2023). Technology-enabled undergraduate and postgraduate research supervision. Australasian Journal of Educational Technology, 39(4), 1–5. https://doi.org/10.14742/ajet.9149
  50. Slimi, Z., & Carballido, B. V. (2023). Navigating the ethical challenges of artificial intelligence in higher education: An analysis of seven global AI ethics policies. TEM Journal, 12(2), 102–122. https://doi.org/10.18421/TEM122-02
  51. Sokhulu, L. H. (2021). Students’ experiences of using digital technologies to address their personal research needs during the COVID-19 lockdown. African Identities, 19(4), 436–452. https://doi.org/10.1080/14725843.2020.1801384
  52. Sokhulu, L. H., Nzimande, N., & Khoza, S. B. (2025). Exploring postgraduate students’ research identities when using digital technology for research. South African Journal of Education, 45(4), 1–12. https://doi.org/10.15700/saje.v45n4a2690
  53. Sokhulu, L. H., Nzimande, N., & Makumane, M. A. (2024). Postgraduate students’ experiences of using EndNote in research studies. Social Sciences and Education Research Review, 11(1), 227–237. https://doi.org/10.5281/zenodo.15258173
  54. Synekop, O., Lytovchenko, I., Lavrysh, Y., & Lukianenko, V. (2024). Use of Chat GPT in English for engineering classes: Are students’ and teachers’ views on its opportunities and challenges similar? International Journal of Interactive Mobile Technologies, 18(3), 2–18. https://doi.org/10.3991/ijim.v18i03.45025
  55. Tang, C. S. K., Wu, A. M. S., Yan, E. C. W., Ko, J. H. C., Kwon, J. H., Yogo, M.…&Koh, Y. Y. W. (2018). Relative risks of Internet-related addictions and mood disturbances among college students: A 7-country/region comparison. Public health, 16(5), 16–25. https://doi.org/10.1016/j.puhe.2018.09.010
  56. Wang, H., Dang, A., Wu, Z., & Mac, S. (2024). Generative AI in higher education: Seeing ChatGPT through universities' policies, resources, and guidelines. Journal of Technology, 10(3), 26–42. https://doi.org/10.1016/j.caeai.2024.100326
  57. Wilde, L., White, C., & Jandrić, P. (2025). Postdigital resonance. Postdigital science and education, 7(2), 359–368. https://doi.org/10.1007/s42438-024-00516-x
  58. Yin, R. K. (2018). Case study research and applications. Sage