THE DIGITAL DIVIDE AND HIGHER EDUCATION CHALLENGE WITH EMERGENCY ONLINE LEARNING: ANALYSIS OF TWEETS IN THE WAKE OF THE COVID-19 LOCKDOWN

被引:0
|
作者
Azionya, Caroline M. [1 ,3 ]
Nhedzi, Abyshey [2 ,4 ]
机构
[1] Univ Johannesburg, Fac Humanities, Johannesburg, South Africa
[2] Independent Inst Educ, Vega Sch Brand Leadership, Johannesburg, South Africa
[3] Fac Humanities, Dept Strateg Commun, Cnr Kingsway Ave & Univ Rd, ZA-2006 Johannesburg, South Africa
[4] Independent Inst Educ IIE Vega, Vega Sch Brand Leadership, IIE Vega, 444 Jan Smuts Ave, ZA-2006 Johannesburg, South Africa
来源
TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION | 2021年 / 22卷 / 04期
关键词
Digital divides; online learning; remote learning; higher education; COVID-19; pandemic; FACE-TO-FACE;
D O I
暂无
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
While literature reveals the positive perception of online learning, this study examines the issues caused by the digital divide for students at South African universities during the 2020 academic year. The study reveals the perceptions and experiences of university students from historically marginalised and privileged universities. This research ventures into relatively unexplored territory by examining the digital divide in the wake of the COVID-19 pandemic and radical shift to online learning. Using netnography, 678 tweets were analysed using qualitative content analysis and the concept of "digital divide," "online learning" and "student voice." We argue that digital media in the digital divide suffuses socio-economic relationships between university students and management. The study provides insights into the role of 4IR, the technological, digital inequalities, environmental, situational and institutional barriers/disparities students faced during remote learning and assessment. Results reveal, online learning did not increase the accessibility of university education during the pandemic for students attending marginalised universities. Network coverage, device type, time of day, socio-economic status and digital competence negatively affect synchronous lecture participation and attendance. More inclusive and flexible pedagogy based on a university's resources and student profile is needed to mitigate digital and educational inequalities affecting students from rural and/low-income households.
引用
收藏
页码:164 / 182
页数:19
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