Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa

2021 ◽  
Vol 10 (2) ◽  
pp. 1-15
Author(s):  
Themba Ralph Mkhize ◽  
Mogamat Noor Davids
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
National Development ◽  
School Principal ◽  
Educational Institutions ◽  
Digital Inclusion ◽  
Digital Resource ◽  
Resource Mobilisation

COVID-19 is affecting the functioning of most countries globally, creating a situation now described as the “new normal”—a time of unexpected educational change. The national lockdown, accompanied by the closure of educational institutions, brought economic hardship and deepened the digital divide between the rich and the poor. Educational institutions capable of transitioning to an online mode of delivery made that shift, while the majority of South Africa’s schools remained excluded due to poverty and lack of technological infrastructure. The educational sector is at wits’ end to find strategies to curtail the growing digital divide. This paper offers a digital resource mobilisation approach as framework to keep schools on the path to achieving the National Development Plan’s aim of ICT capacitation. To consider developmental possibilities and respond to the digital exclusion of township schools, we asked the question: “What are the online teaching and learning experiences of school stakeholders?” Responses to this question assisted development of a digital resource mobilisation theory that is offered as a viable approach to digital inclusion and social change. Data were collected by telephonic interviews with three teachers, three learners, three school governing body parents, and one school principal. Based on the findings, recommendations for digital inclusion are suggested.

scholarly journals The need to provide students and educators with the tools to cross the digital divide

2021 ◽  
Vol 3 (1) ◽  
pp. 22-23
Author(s):  
Elba Ramirez
Keyword(s):  
Digital Divide ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Educational Institutions ◽  
Learning Tools ◽  
Tertiary Institution ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Internet Connections

2020 will be remembered as an unprecedented ‘global’ socio-economic and educational crisis. As a lecturer in a tertiary institution in Aotearoa New Zealand, this pandemic has heightened my awareness of inequalities in education and the impacts these have had on students and educators. Educational institutions around the world decided to continue teaching and learning online to ensure physical distancing among students, as if institutions, lecturers/teachers, and students, among others, were prepared for this shift. As a result of this shift, digital poverty and illiteracy are considered for some to have ‘emerged’ from the pandemic (Baker, 2020) failing to recognise the pre-existing digital divide (Ayre, 2020; Holmes & Burgess, 2020; Ouahidi, 2019; Wolstencroft & Zhou, 2020). However, these are problems that governmental and educational institutions have neglected to address until the pandemic rendered these issues unavoidable. Both students and lecturers were affected. For example, many lecturers were unfamiliar with online learning tools and/or strategies for online teaching and/or lacked appropriate devices and/or access to stable internet connections. Similarly, many students struggled with online platforms, such as Blackboard, or did not have access to devices or internet connections. The high demand from both students and lecturers for support from their educational institutions overwhelmed tech support infrastructures, revealing the neglectful assumption that these issues did not already exist (Ayre, 2020; Madianou, 2020; Montacute, 2020; Norris, 2001). As an educator, this year was particularly challenging because it made me reflect on how accessible my teaching practice was, how I could respond to digital poverty and illiteracy, and what gaps remained. Nonetheless, I also learnt many lessons about the amazing possibilities that technology-enhanced education can offer. This conference addresses many of these innovations, which will inspire educators. Learning can undoubtedly be enhanced by technology but this presentation endeavours to start a conversation about what changes are necessary to ensure that all students have access to what they need for their learning to be technologically supported and for lecturers to be able to utilise technological enhancements in their practices. I provide a range of instances from my practice where I tried to address the aforementioned issues and some examples of the limitations I encountered.

scholarly journals Coronavirus Disease 2019 and Its Effect on Teaching and Learning Process in the Higher Educational Institutions

2021 ◽  
Vol 8 (1) ◽  
pp. 90-107
Author(s):  
Harshavardhan Reddy Kummitha ◽  
Naveen Kolloju ◽  
Prakash Chittoor ◽  
Venkatesh Madepalli
Keyword(s):  
Digital Divide ◽  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Cross Sectional Study ◽  
Successful Implementation ◽  
Cross Sectional ◽  
Training Programmes ◽  
Teaching Learning

In response to the coronavirus disease 2019 (COVID-19) pandemic, most of the higher education institutions (HEIs) across the globe have replaced conventional teaching with online teaching. However, the technological preparedness of countries of varied nature differs significantly. In this context, the purpose of the study is to answer the following research question: how are the HEIs mitigating the difficulties that have resulted from the COVID-19 pandemic to facilitate online teaching–learning process? The study is carried out based on a cross-sectional study from 281 academic professionals who are employed in HEIs in India and Ethiopia. The findings from this comparative study highlight that digital divide and lack of institutional preparedness are found to be major problems that constrained the effective implementation of online teaching/learning. Besides, this study also found that training programmes for the faculty members to utilize web resources and facilitate online teaching were found to be limited in both the countries. The article concludes by offering suggestions and policy advice to minimize the digital divide and for successful implementation of online teaching in HEIs.

scholarly journals STUDENTS PERCEPTION’S TOWARDS ONLINE TEACHING: AN EMPIRICAL STUDY IN BERHAMPUR UNIVERSITY

2020 ◽  
pp. 196-213
Author(s):  
Bharat Kumar Lakra
Keyword(s):  
Regression Analysis ◽  
Online Education ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Perception ◽  
Perceived Usefulness ◽  
Educational Institutions ◽  
Online Class ◽  
Teaching Characteristics

In the Coronavirus disease -19 (COVID-19) response, all the educational institutions have been compulsory to move all teaching and learning activities online at very short time notice by the University Grand Commission (UGC). Consequently, all classes, simulations, practicums, viva-voces, and valuation, etc., were adapted for the online setting. Online education has been at the forefront of discussions as a new and viable option for learning opportunities in higher education. Academic institutions continue to see remarkable growth of online education during COVID-19. Due to the pandemic situation, UGC has instruction with 40 per cent of online learning. Hence educational institutions have been implementing online classes. The article investigates to identify the factors which students perceive significant influence towards online class. From a student perception, there has been adaptation and the prospect to advance new skills, possibly providing online teaching via elearning or virtual learning. Further, this study sought to provide an investigation of online teaching in University with an intention on how the teaching and learning interaction will affect students ‘perceptions relating to their online class preparedness and experiences. The results revealed from descriptive statistics, correlation, and regression analysis that students reported a moderate relationship between the extracted factor scores and overall satisfaction of online teaching. The findings of four factors that affect the students' views about online teaching characteristics instruction seen that student perceptions about online teaching are positively affected by "Perceived Usefulness” of online teaching. The second most important factor is student supportiveness, followed by faculty responsiveness and perceived flexibility. Further, Multiple Regression Analysis has been analysed to inspect the relationship between the various online teaching characteristics and the overall satisfaction from online teaching. Thus, this study may be helpful to teachers in constructing proper pedagogical techniques which can be suitable and beneficial for learning, understanding and application of the online teaching-learning process.

The Transition to Online Teaching and Learning

2021 ◽  
pp. 188-196
Author(s):  
Greg Whateley ◽  
Alan Manly
Keyword(s):  
Online Learning ◽  
Staff Member ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Support Staff ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Senior Staff ◽  
Online Format ◽  
Senior Staff Member

The onset of the COVID-19 pandemic in early 2020 provided both a need and an opportunity for educational institutions in Sydney to explore new ways of providing teaching and learning for their students. UBSS was able to respond quickly because it had already prepared to introduce online learning. In mid-2019, the institution had decided to offer an online option and a senior staff member and support staff had been working since then to convert existing product into suitable online format. By the time the demand for online teaching and learning arrived, the institution was already well placed for the conversion.

Impact of COVID-19 on an Educational Institution of India

2021 ◽  
pp. 300-311
Author(s):  
Elizabeth Madathilathu Samuel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Institutions ◽  
Online Classes ◽  
Virtual Classrooms ◽  
Teaching Online ◽  
Traditional Mode ◽  
History Of

The year 2020 has made a mark in the history of mankind. India, too, was affected by the pandemic. To ensure a curb on the spread of the disease, India adopted a sequence emergency mechanism. It announced the closure of all educational institutions along with all the other establishments as a part of strict social distancing measures. The traditional mode of teaching and learning transitioned into online teaching. Online learning and virtual classrooms became the 'new normal'. The analysis was carried out using the data collected through structured questionnaire from 35 teachers in Kottayam District, Kerala a southern state of India. Data collected was analyzed using descriptive statistics. It is evident from the study that the teachers lack in the use of various teaching methods for motivating and encouraging students. Further on, since the teachers were caught off guard, they had not received any formal or professional training to conduct online classes or use the advanced modes of technology.

scholarly journals Participation, inclusion, and success in emergency remote online teaching and learning

2021 ◽  
pp. 132-136
Author(s):  
Sandra Healy
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Community ◽  
Computer Usage ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Learning Patterns ◽  
The University ◽  
Interactional Patterns

Covid-19 affected educational institutions worldwide, and many moved online engaging in Emergency Remote Teaching and Learning (ERTL). It had a particular impact in Japan due to the low levels of computer usage in Japanese educational institutions and a reliance on traditional methods. This study uses semi-structured interviews with five participants to explore their perceptions of the move to online learning in a Japanese university context. Four factors emerged as significant: participants’ experiences prior to entering university; the importance of Social Networking Systems (SNS) in the process of becoming part of the university academic community; changes in spoken interactional patterns; and changes in learning patterns. It was found that the disruption due to ERTL led to fresh ways to learn and promoted an inclusive environment.

Enabling Electronic Teaching and Learning Communities with MERLOT

2005 ◽  
pp. 328-348
Author(s):  
Gerard L. Hanley ◽  
Sorel Reisman
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Programs ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Learning Programs ◽  
Library Resources ◽  
Electronic Teaching ◽  
Learning With Technology

Educational institutions have made significant progress in enabling student success in distance learning by delivering academic programs utilizing course management systems, accessing electronic library resources, and through a wealth of student services that use help desks and campus portals. Enabling instructor success in researching and designing curricula for teaching in distance learning programs is an area where institutions still face significant challenges. This chapter presents a number of these challenges and describes how MERLOT (Multimedia Educational Resource for Learning and Online Teaching), an international consortium, can facilitate successful teaching and learning with technology.

Bring your own device or organisation provided device classroom: problematising the issue of the digital divide in teaching and learning contexts in Poland

2019 ◽  
Vol 6 (2) ◽  
pp. 51-64
Author(s):  
Lucyna Kopciewicz ◽  
Hussein Bougsiaa
Keyword(s):  
Digital Divide ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Digital Inclusion ◽  
Video Ethnography ◽  
Case Research ◽  
School Settings ◽  
Use Of Technology ◽  
One Year

This comparative study contributes to new knowledge on how digital inclusion can be supported in two differently designed school settings through the meaningful use of technology to enhance the students’ learning and their overall skills development. This study is a comparative, empirically grounded case research conducted over a one year period in two primary schools in Poland. Our research involved a number of methods, including video-ethnography and interviews, which were used to gather qualitative data from headteachers, teachers, students and parents. The results problematise the issues of the digital divide in teaching and learning practices in both formal and informal contexts. We have checked in what way both OPD and BYOD influence the existing divides in the area of learning processes.

scholarly journals Architecture students' satisfaction with and perceptions of online design studios during COVID-19 lockdown: the case of Jordan universities

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Saba Alnusairat ◽  
Duaa Al Maani ◽  
Amer Al-Jokhadar
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Educational Institutions ◽  
Content Type ◽  
Campus Design ◽  
Online Design ◽  
Nationally Representative ◽  
New Applications

PurposeThe purpose of this study is to examine the attitudes of students in higher educational institutions in Jordan towards the use of online design studios during coronavirus disease 2019 (COVID-19) lockdown and discusses how their use could enhance the learning process.Design/methodology/approach615 undergraduate students studying architecture in Jordanian universities were recruited to explore the factors that constituted and affected their perceptions of online design studios.FindingsThe findings of this study highlight that many of the participants felt uncertain about aspects of their online learning experience and wanted more guidance and support. Reasons of this disengagement include technical factors, such as poor network quality and lack of familiarity with the new applications. Students and tutors' personal situations when working and studying from home are also relevant due to the tutors' lack of expertise in online teaching, and the limitations of peer interaction. Together, these factors can make the experience of the online design studio more challenging.Research limitations/implicationsThe sample was nationally representative of architecture students from various institutions. However, the study was limited to an exploration of students' opinions, and it did not include the points of view of tutors and decision-makers.Originality/valueThis research was conceived during the period of the COVID-19 lockdown, whilst both tutors and students were experiencing dramatic changes in their modes of teaching and learning due to the sudden move from on-campus design studios to a virtual alternative, with only the bare minimum of resources and relevant experience. Learners' perspectives can enhance understanding of online design studios to assess their quality and effectiveness.

Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

2021 ◽  
pp. 234763112110072
Author(s):  
Sanaa Ashour ◽  
Ghaleb A. El-Refae ◽  
Eman A. Zaitoun
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

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