The Digital Divide and Higher Education Challenge With Emergency Online Learning: Analysis of Tweets in the Wake of the Covid-19 Lockdown

Abstract

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.

Rural Education and Online Teaching in Wrestling with the Covid-19 Pandemic

“…The universal distraction by COVID-19 discovered by World Health Organization (WHO), in 2019 has badly tempered the economy of every country, and the educational sector is not exceptional (Azionya & Nhedzi, 2021). The ramifications of the coronavirus Pandemic on the educational sector, border closure, social distancing, isolation measures, and travel restrictions are undeniable (QS, 2020).…”

“…This is in contrast to urban education where students have access to high-speed internet. Therefore, it can be said that the lack of qualified staff and poor internet connection has brought further educational inequities between urban and rural education (Palau et al, 2021;Azionya & Nhedzi, 2021;Lee, 2020). Furthermore, evidence shows that the coming of the coronavirus Pandemic has made it difficult for teachers to meet the needs of their vulnerable students such as students who are English learners and students with disabilities challenge.…”

Heutagogy-Based Didactic Design of Indonesian Language Online Learning

“…Furthermore, the heutagogical approach is seen as in accordance with efforts to prepare students to have the abilities as demanded by the 21st century. This also gives an answer that an alternative learning approach that is more inclusive and flexible is needed (Azionya & Nhedzi, 2021).…”

Application of machine learning approaches to analyse student success for contact learning and emergency remote teaching and learning during the COVID-19 era in speech–language pathology and audiology

“…Thus, the Department of Higher Education and Training collaborated with universities to provide laptops for students (Francis, Valodia, & Webster, 2020 ; Mpungose, 2020 ). Some students were faced with the dilemma of exorbitant costs of Internet and connectivity interruption, especially students residing in remote areas (Azionya & Nhedzi, 2021 ).…”