Worldwide, temporary closure of schools became the best option when the Covid-19 pandemic was declared. To prevent interruption in teaching and learning and loss of a school year, technology-based pedagogy was introduced, and online learning promoted. The promotion of online processes disregarded several issues such as teachers and learners’ incapacity to use digital gargets, challenges with network and electricity in the rural communities. The main objective of the study was to ascertain how rural learners perceive online learning. Hence, the purpose of the study was to get learners’ perceptions regarding online learning platforms introduced during Covid-19 lockdown. A mixed-method was employed where a single-phased approach in which quantitative and qualitative data were telephonically collected, five participants were interviewed. Data were collected and analysed by separately analysing questionnaires and field notes, thereafter, compared, and interpreted together. Findings of the study revealed that most rural learners mentioned that they had network challenges that led to online platforms not to be of assistance to them. On the other hand, the study indicated that some learners had never been introduced to technology teaching and learning hence, they were not able to access virtual classes. Teachers were hesitant about online lessons as learners were never introduced to online learning and, therefore, used to face-to-face. Therefore, it is recommended that the Department of Higher Education and Training should offer compulsory continuing Information Technology Communication Technology to rural teachers so that they are able to train their learners. Furthermore, rural schools should be supplied with FIBRE so that they do not depend on network, as learners need to be developed computer literacy from the Foundation Phase in preparation for the Fourth Industrial Revolution.