Digitally mediated learning gained prominence during covid-19 and enabled universities to complete the 2020 and 2021 academic years successfully with little or no physical classes. As critical role players in curriculum implementation, lecturers went through rigorous training on how to use these digital learning platforms to maximise student learning and learning outcomes. Students were also trained on how to navigate through their academic journeys on these platforms. While there was reluctance prior covid-19 to maximally use these modalities, the advent and height of the pandemic witnessed collective willingness and desire to engage in digital learning. With the World Health Organisation declaring the pandemic over, there are fears of a decline in the continuous use of these learning platforms. Against this backdrop, this mixed methods study investigated the perceptions of five academics and ten accounting student teachers on the continued contribution of m-learning and e-learning in maximising engagement and learning outcomes post covid-19. Data was collected using questionnaires and focus group interviews while descriptive statistics and content analysis were used to analyse it. The findings point to possible decline in the use of digital technology because of its reduced perceived relevance post covid-19. However, owing to the ongoing digital revolution and the fourth industrial revolution, the study also found that digital learning platforms remain highly relevant and appealing for educational purposes in higher education. Considering these findings, the study recommends permanent alternating of physical and online modalities as a constant reminder to all stakeholders of the important role of digital technology in higher education. Furthermore, universities ought to maintain and sustain the efforts and resources they invested in digital learning during the pandemic.

Keywords: Digital technology, digital learning, m-learning, e-learning.