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DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
ICERI2021 Proceedings, Start page: 8658
Swansea University Author: Desireé Cranfield
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DOI (Published version): 10.21125/iceri.2021.1995
Higher education institutions, globally, had to transform their approach dramatically and suddenly to the delivery of their educational programmes during the COVID-19 pandemic and consequent ‘lockdown’. The different countries’ responses to the pandemic were quite unique, based on their specific cir...
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Higher education institutions, globally, had to transform their approach dramatically and suddenly to the delivery of their educational programmes during the COVID-19 pandemic and consequent ‘lockdown’. The different countries’ responses to the pandemic were quite unique, based on their specific circumstances at the time, influencing each country’s approach to the continuation of education. It was thus interesting to conduct this cross-country, international, comparative, quantitative research project at three universities in digitally diverse countries—South Africa, Wales, and Hungary. The study was aimed at investigating and exploring the challenges and experiences of higher education students at three universities in these countries, especially in terms of how access to digital technologies influenced their online learning experience during the first wave of the COVID-19 pandemic. Data was collected using an online survey with research questions categorised into two sections, namely:1) their access to a digital learning management environment, and 2) the digital technologies used by the students. The experiences of students were evaluated in terms of three dimensions: 1) Dimension of system access, 2) Dimension of digital technologies used, 3) Dimension of ease of transition to online learning.
COVID_19, Higher Education, student learning, digital technologies, online learning, equitable access, comparative study
Faculty of Humanities and Social Sciences