Digital Literacy Needs for Online Learning among Peri-Urban, Marginalised Youth in South Africa
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| Title: | Digital Literacy Needs for Online Learning among Peri-Urban, Marginalised Youth in South Africa |
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| Language: | English |
| Authors: | Adam, Taskeen (ORCID |
| Source: | International Journal of Mobile and Blended Learning. 2022 14(3). |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Rural Areas, Urban Areas, Foreign Countries, Digital Literacy, Student Needs, Electronic Learning, Disadvantaged Youth, Student Attitudes, Access to Education, Access to Computers, MOOCs, Educational Technology, Blacks, Online Courses, Internet, Handheld Devices, Equal Education |
| Geographic Terms: | South Africa |
| DOI: | 10.4018/IJMBL.310940 |
| ISSN: | 1941-8647 1941-8655 |
| Abstract: | As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited ability for all learners to benefit equitably. In particular, digital literacy remains a fundamental barrier to benefitting from online and blended learning. This paper reports on a study that investigated the digital literacy needs and preferences of peri-urban, marginalised youth when utilising online and blended learning in South Africa and how online education platforms can be designed to better suit such groups. It is argued that for online courses to truly support marginalised groups, it needs to be ensured that these learners are digitally equipped and digitally literate in terms of accessing, utilising, and benefitting equitably from online learning. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1367779 |
| Database: | ERIC |
| Abstract: | As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited ability for all learners to benefit equitably. In particular, digital literacy remains a fundamental barrier to benefitting from online and blended learning. This paper reports on a study that investigated the digital literacy needs and preferences of peri-urban, marginalised youth when utilising online and blended learning in South Africa and how online education platforms can be designed to better suit such groups. It is argued that for online courses to truly support marginalised groups, it needs to be ensured that these learners are digitally equipped and digitally literate in terms of accessing, utilising, and benefitting equitably from online learning. |
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| ISSN: | 1941-8647 1941-8655 |
| DOI: | 10.4018/IJMBL.310940 |
