The Digital Divide in Online Learning: A Case Study of University Students in Nepal

Abstract

This article analyses the online teaching-learning experience of university teachers and students during the COVID-19 pandemic in Nepal. The purpose of this study is to explore the challenges of online teaching-learning such as the availability of ICT infrastructure, technological skills and management for online classes by the higher education institutions. The researcher collected and studied some of the related academic and policy documents to understand the procedure of online teaching and learning in and around the country during the pandemic. This study was based on qualitative research utilizing semi-structured interviews with 15 participant students and five teachers from Prithvi Narayan Campus, Pokhara, Nepal. Only the students of the Faculty of Humanities and Social Sciences, and the Faculty of Management were selected for data collection. This study took the non-participant observation of various online classes and personal involvement and experiences as references to support and strengthen the data collected through interviews. The purpose was to find and discover the situation of online modes of teaching learning. The findings of the study indicated that the digital use in teaching and learning is the best alternative as it creates opportunities in an adverse situation. However, it causes many divisions among students. It is suggested that the government and university authorities should create a strong-learning atmosphere among the students so that the lines of division among students would be erased gradually.

Students in Economics Facing a Digital Divide

“…The consistency of responses was also high in urban origination than in rural. The result of the study is similar to other studies in the Nepalese context and other countries (Baral, 2022;Cruz, 2020;Dawadi et al, 2020;Goh et al, 2016;Gurung & Paudel, 2021;Rana & Rana, 2020). It is stated as below: community schools, students in private schools show more motivation to use Technology.…”

Students’ Perceptions of ESP Online Pedagogy during COVID-19 and Pedagogical Transitions in a Nepali University: Case Studies and Embedded Action Research

“…Initially, it was identifi ed as a new or recent phenomenon (Gurung et al, 2022); and therefore a challenge, considering unpreparedness and lack of necessary technologies at all levels of education, excluding well-equipped institutions and stakeholders (Chaudhary et al, 2022;Thagunna, 2020). Alongside, it was a forceful shift/ paradigm that lacked proper course designs, suitable pedagogies, and sound ICT infrastructure (Baral, 2022;Kunwar et al, 2022). Gradually, it became a new normal and game changer in teaching-learning and assessments (Acharya et al, 2021;Gautam & Gautam, 2021).…”

Challenges of Online Learning in the Post Covid-19 Era: Lived Experiences of Teachers in Remote Nepal

“…Similarly, National ICT Policy 2015 by Ministry of Information and Communication has also made policy to integrate ICTs with educational systems such as administration, pedagogy, teaching and learning and research emphasizing e-learning and e-education (MOE, 2016) and The School Sector Development Plan, 2016-23 also stated that to develop websites, portals, e-libraries, and e-learning resources for online learning (MOE, 2016). Though, the policies and plans of ICT have made for online teaching and learning but many researchers found the challenges for implementation of them such as (Rana et al, 2018) found insufficient infrastructures access of ICT inside and outside school premises, (Dhital, 2018) lacking of skills instructors, (Dawadi & Shakya, 2016) lacking of operability and sustainability, (Baral, 2022) poor availability in devices and network. Although, so many challenges have been encountered for its implementations but it opens the door of opportunities too.…”