The Contribution of Information and Communication Technology to Social Inclusion and Exclusion during the Appropriation of Open Educational Resources

Abstract

The information and communication technology (ICT) comprehends with the adoption and the development of open educational resources (OER) in the educational spheres. The vast existing body of knowledge portrays several positive aspects of ICT, as it is an enabler in various domains. Hence, the combination of ICT and OER negative aspects have been, as yet, under-investigated. This study aimed to investigate both the social inclusion and the social exclusion of ICT with users appropriating of OER in open distance e-learning (ODeL) institutions. The qualitative approach was used to interpret the inclusion and exclusion factors concerned. The Model of Technology Appropriation was applied as a main theoretical underpinning of the study. The study findings show that ICT has both positive and negative impacts on the appropriation of OER. The various impacts are mostly recognisable in those developing countries where inequalities still exist, as some of the findings postulate that the innovation that is enabled through the utilisation of ICT tends to favour a select minority of rich people. For many students, ICT continues to perpetuate social exclusion. ICT innovation, including OER, has yet to fully support societal needs. Instead, it continues to promote the agendas of the global north. The study recommends the development initiatives to close the current gaps which contribute to the social exclusion. For instance, the installation of fibre optic in most deprived townships and villages can assist in eliminating inequalities associated with ICT infrastructure.

Potential ethical problems in the creation of open educational resources through virtual spaces in academia

“…E-learning is used in an ODeL to deliver tutoring and learning services. Distance and open learning are achieved through the use of ICT equipment to support instructional sessions between online students and lecturers via virtual platforms, according to the interaction between ODeL and OER ( Ooko, 2021 ; Mncube et al., 2021 ). Furthermore, ODeL institutions have been shown to be useful in broadening access to higher education ( UNESCO, 2000 ) through online realities and the use of free resources for tuition and textbook costs deduction ( De Hart et al., 2015 ).…”

Resource Reappropriation Approach

“…This research emphasizes the potential of these approaches to effectively address the inherent diversity characteristic of modern classrooms. (Mncube et al, 2021) underlined the limitations of traditional pedagogical methods in catering to such diverse learner needs, thus highlighting the critical need for adaptive strategies like resource reappropriation.…”