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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
Language: English
Authors: Adam, Taskeen (ORCID 0000-0003-2467-5726)
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
FullText Text:
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  Data: Digital Literacy Needs for Online Learning among Peri-Urban, Marginalised Youth in South Africa
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  Data: <searchLink fieldCode="AR" term="%22Adam%2C+Taskeen%22">Adam, Taskeen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2467-5726">0000-0003-2467-5726</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mobile+and+Blended+Learning%22"><i>International Journal of Mobile and Blended Learning</i></searchLink>. 2022 14(3).
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  Data: 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/
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Areas%22">Urban Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Youth%22">Disadvantaged Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Blacks%22">Blacks</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 10.4018/IJMBL.310940
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  Data: 1941-8647<br />1941-8655
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  Label: Abstract
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  Data: 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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  Data: 2023
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  Data: EJ1367779
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        Value: 10.4018/IJMBL.310940
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Urban Areas
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Disadvantaged Youth
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Access to Computers
        Type: general
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Blacks
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Internet
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: Digital Literacy Needs for Online Learning among Peri-Urban, Marginalised Youth in South Africa
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