The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa

Date
2021-11-19
Authors
Mphahlele, Ramashego
Seeletso, Mmabaledi
Muleya, Gistered
Simui, Francis
Editor
Panda, Santosh
Corporate Author
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Abstract
Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
Description
Subject
Access, Digital Literacy, Higher Education, Online Learning, Blended Learning, Digital Divide
Country
South Africa, Zambia, Botswana
Region
Africa
Series
Journal of Learning for Development;Vol 8; No 3
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