| Sumario: | Student protests are a regular feature of the tertiary landscape. However, there are claims that disruptions and potential threats to the academic project at traditional universities can be partially mitigated by online teaching and learning. This paper reports on insights gained when the mode of instruction was changed at short notice from contact to online teaching during student unrests at a South African university in 2016. A phenomenographic approach was used to generate a meta-reflection on experiences as reported by lecturers from 13 science departments during a pecha kucha1 event (very short PowerPoint presentations) at the beginning of 2017. Video data was analysed inductively to generate six themes/categories, encapsulating aspects of the challenges experienced by the participants, the insights they had and the actions they took to address these challenges. This paper attempts to demonstrate the approaches taken by lecturers and how they incorporated the blended learning environment to support their students to complete the academic year, despite difficult circumstances. It offers useful pointers to affordances and weaknesses of the virtual learning environment when implemented at short notice to replace contact teaching.
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