Guest Editorial: Digital education and online learning to achieve inclusivity and instructional equity (Part B)

Abstract

This special edition has been published at a time when the Fourth Industrial Revolution (4IR) and the outbreak of the COVID-19 pandemic have added to the fast-tracking of education and research (Alnagrat et al., 2022), and when higher education institutions (HEIs) are faced with the demands to transform into technological hubs and be 4IR savvy (Telukdarie & Munsamy, 2019). In response to strict COVID-19 regulations, universities cancelled all face-to-face classes and transitioned to digital education and online learning or emergency remote teaching (ERT) (Hodges et al., 2020). Bagarukayo and Kalema (2015) reported that HEIs and schools have adopted technology solutions to support their daily operations, not only in teaching and learning but also in support services.Moreover, the need to enhance teaching and learning efficiency has led to the emergence and adoption of different technological innovations. Central to the transition were digital learning platforms known as learning management systems (LMS) to enable online teaching and learning. Linder et al. (2017, p. 27) define LMS as "a software system that offers an organisational structure for a range of course tools to be used by both groups and individuals online". These digital platforms enable online delivery of lectures and study materials (Adikwu et al., 2017) and facilitate communication between teachers and students (Naik et al., 2020). A study conducted by Makumane (2021) revealed that students viewed LMSs as promoting professional identity (performance curriculum) as they get easy access to content uploaded by lecturers. In this regard, technology's interactive and dynamic offerings have changed the face of teaching and learning (Faloye et al., 2020).Papers in this special issue herald the positive side of the digitisation of student learning. The primary function of technology integration in education institutions is its capacity for interactive learning through discussion, sharing and delivery of module materials, communication and multimedia. With so much exposure to the technology, teachers hardly have

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

“…It can be argued that the model of van Dijk (2005) did not consider these challenges explicitly, especially for under-resourced environments, and thus we argue that the model be expanded to do so. These results corroborate the findings of others who outlined the challenges of digital access, availability (Dlamini & Rekai, 2022;Jantjies & Joy, 2016) and usage, and the impact on technological literacy (Collier-Reed, 2006).…”

“…Infrastructure, teacher motivations, innovations, and e-pedagogies interact dynamically to determine the extent of ICT usage (Republic of South Africa, 2004). Furthermore, disparities in connectivity and access to resources exacerbate the digital divide (Dlamini & Rekai, 2022;Gumbo, 2023;Sarker et al, 2019). Most best practices are adopted from resourced contexts (Borrero, 2013;Hansson & Holmberg, 2003;Harris, 1998) and under-resourced contexts have not been extensively studied (Cross & Adam, 2007;Molotsi et al, 2023;Ranerup, 2023;Sarker et al, 2019).…”

“…A theoretical model to guide technological literacy for pre-service teachers in teacher education is necessary. This model should provide improved capacity for teachers given that they often face external requirements for their performance and their students' performance (Dlamini & Rekai, 2022;Kimmons & Hall, 2017;Kimmons & Johnstun, 2019). To promote technological literacy, ICT technology integration models should emphasise realistic access to technologies rather than broad concepts or unrealistic technological requirements (Borrero, 2013;Glover et al, 2018;Moll et al, 2022;Pratt et al, 2018).…”

“…There is a lack of empirical data on which to base discourse on technological literacy and digitisation in higher education (Howard & Maton, 2011;Kimmons & Hall, 2017;Kimmons & Johnstun, 2019). However, unequal access to digital resources and competencies widens the education gap, impacting both lecturers and students (Dlamini & Ndzinisa, 2020;Dlamini & Rekai, 2022;Mhlongo & Dlamini, 2022). This highlights the need for technological literacy to be practiced within all HEI learning environments, especially those in Nigeria.…”

“…The Covid-19 pandemic disrupted all aspects of the social, economic, and technological spheres within higher education (Pelletier et al, 2021), and the widespread adoption of hybrid teaching and learning models using digitised tools illuminated the inequalities across contexts (Dlamini & Rekai, 2022;Gumbo, 2023;Sarker et al, 2019). Most best practices were adopted in resourced contexts, and the transformation of classroom learning environments within under-resourced contexts varied with location, resourcing, staffing, qualifications, training, and organisational structures (Ranerup, 2023;Sarker et al, 2019).…”