47 Innovative Journal of Curriculum and Educational Technology 11 (1) (2022) : 47 – 58 https://journal.unnes.ac.id/sju/index.php/ujet/article/view/ Mathematic Comic Mobile Learning (MCML) for Class VII Billey Addam 1  , Bunmi Isaiah Omodan 2 1 Institutional Office, Walter Sisulu University, Heritage House, Station Road, East London, 5200, South Africa 2 Faculty of Education, Butterworth Campus, Walter Sisulu University, Butterworth 4960, South Africa Article Info ________________ History Articles Received: March 2022 Accepted: May 2022 Published: June 2022 ________________ Keywords: Learning Experiences, Emergency, Remote Online Education, Synchronous, Asynchronous ____________________ Abstract __________________________________________________________________________________________ The global intervention by universities to minimise the devastating effect of the COVID-19 pandemic on education compelled many institutions to resort to emergency online interactions using virtual platforms. As a result, institutions adopted asynchronous, or synchronous, or both to facilitate knowledge with students. This study explored students' experiences with synchronous online teaching and learning model adopted by a university in South Africa. We employed an interpretive qualitative design and gathered data through an open-ended questionnaire administered to twenty students purposively sampled from a population of sixty-eight rurally resident final year students, and focus group interviews with six of the twenty students. Data was analysed using constructs guided by connectivist theoretical framing. The study revealed behavioural change, positive attitude, commitment, self-discipline, improved study skills, proficiency in using online tools, improved peer-peer and student- lecturer interactions as constructive experiences. However, identified obstacles such as initial perceptions about the synchronous online learning, environmental complications (geographical location and domestic responsibilities), inefficient local digital technology infrastructure and intermittent electricity interruptions. Also mentioned, was the communication gap between authorities and students on e-learning decisions. We recommend the introduction of asynchronous and synchronous model to enhance flexible learning experiences. Further, a critical review of students’ biographical information is necessary to assist in customizing digital resources that meet their needs. “A no student must be left behind” principle adhered to and the exclusion of students in the learning process avoided.  Correspondence address: Institutional Office, Walter Sisulu University, Heritage House, Station Road, East London, 5200, South Africa E-mail: baddam@wsu.ac.za p-ISSN 2252-6404 e-ISSN 2502-4515