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Scaffolding Epistemological Access and University Students’ Success during Crisis Periods: Implications for Digital and Online Learning
Abstract
This study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods.
Country
Namibia
Region
Africa
Collections
Files
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PDF
Adobe PDF, 411.78 KB
Date
2025-07-25
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)