Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic

The COVID19 pandemic has contributed to a digital economy by emphasising the importance of digital infrastructure while exposing the digital gaps between countries and communities. For example, during the period of COVID19, schools were closed with no option of online learning due to a deficit of in...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Gideon Seun Olanrewaju, Seun Bunmi Adebayo, Abiodun Yetunde Omotosho, Charles Falajiki Olajide
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Covid19 Digital gaps SDG4 Digital needs e-learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/ac3c38c35c144cf09d7f0b5e47262c90
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:ac3c38c35c144cf09d7f0b5e47262c90
record_format	dspace
spelling	oai:doaj.org-article:ac3c38c35c144cf09d7f0b5e47262c902021-11-20T05:14:26ZLeft behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic2666-374010.1016/j.ijedro.2021.100092https://doaj.org/article/ac3c38c35c144cf09d7f0b5e47262c902021-01-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2666374021000625https://doaj.org/toc/2666-3740The COVID19 pandemic has contributed to a digital economy by emphasising the importance of digital infrastructure while exposing the digital gaps between countries and communities. For example, during the period of COVID19, schools were closed with no option of online learning due to a deficit of infrastructure around educational technologies. Inequalities in digital access have impeded educational gains made towards achieving the Sustainable Development Goals (SDGs). Though significant studies have been carried out on digital learning, there is currently a dearth of knowledge on students' digital gaps and needs in remote communities in Nigeria. To this end, this research study explored the digital gaps and needs of rural secondary schools in remote communities and its implications on e-learning across 6 Nigerian states, namely Kwara, Ekiti, Ebonyi, Bayelsa, Adamawa, and Kano during the COVID19 era. The study adopted a concurrent embedded mixed method design approach to collect data from rural secondary schools from 6 Nigerian states. Findings from the study identified a lack of ICT strategies and policies in Nigeria, socioeconomic status, poor internet connectivity, electricity, and a high poverty level as the primary drivers of digital gaps in remote communities. Therefore, addressing the digital gaps among students in remote parts of Nigeria will be crucial to achieving the targets of SDGs, particularly SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030.Gideon Seun OlanrewajuSeun Bunmi AdebayoAbiodun Yetunde OmotoshoCharles Falajiki OlajideElsevierarticleCovid19Digital gapsSDG4Digital needse-learningTheory and practice of educationLB5-3640ENInternational Journal of Educational Research Open, Vol 2, Iss , Pp 100092- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Covid19 Digital gaps SDG4 Digital needs e-learning Theory and practice of education LB5-3640
spellingShingle	Covid19 Digital gaps SDG4 Digital needs e-learning Theory and practice of education LB5-3640 Gideon Seun Olanrewaju Seun Bunmi Adebayo Abiodun Yetunde Omotosho Charles Falajiki Olajide Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
description	The COVID19 pandemic has contributed to a digital economy by emphasising the importance of digital infrastructure while exposing the digital gaps between countries and communities. For example, during the period of COVID19, schools were closed with no option of online learning due to a deficit of infrastructure around educational technologies. Inequalities in digital access have impeded educational gains made towards achieving the Sustainable Development Goals (SDGs). Though significant studies have been carried out on digital learning, there is currently a dearth of knowledge on students' digital gaps and needs in remote communities in Nigeria. To this end, this research study explored the digital gaps and needs of rural secondary schools in remote communities and its implications on e-learning across 6 Nigerian states, namely Kwara, Ekiti, Ebonyi, Bayelsa, Adamawa, and Kano during the COVID19 era. The study adopted a concurrent embedded mixed method design approach to collect data from rural secondary schools from 6 Nigerian states. Findings from the study identified a lack of ICT strategies and policies in Nigeria, socioeconomic status, poor internet connectivity, electricity, and a high poverty level as the primary drivers of digital gaps in remote communities. Therefore, addressing the digital gaps among students in remote parts of Nigeria will be crucial to achieving the targets of SDGs, particularly SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030.
format	article
author	Gideon Seun Olanrewaju Seun Bunmi Adebayo Abiodun Yetunde Omotosho Charles Falajiki Olajide
author_facet	Gideon Seun Olanrewaju Seun Bunmi Adebayo Abiodun Yetunde Omotosho Charles Falajiki Olajide
author_sort	Gideon Seun Olanrewaju
title	Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
title_short	Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
title_full	Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
title_fullStr	Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
title_full_unstemmed	Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic
title_sort	left behind? the effects of digital gaps on e-learning in rural secondary schools and remote communities across nigeria during the covid19 pandemic
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/ac3c38c35c144cf09d7f0b5e47262c90
work_keys_str_mv	AT gideonseunolanrewaju leftbehindtheeffectsofdigitalgapsonelearninginruralsecondaryschoolsandremotecommunitiesacrossnigeriaduringthecovid19pandemic AT seunbunmiadebayo leftbehindtheeffectsofdigitalgapsonelearninginruralsecondaryschoolsandremotecommunitiesacrossnigeriaduringthecovid19pandemic AT abiodunyetundeomotosho leftbehindtheeffectsofdigitalgapsonelearninginruralsecondaryschoolsandremotecommunitiesacrossnigeriaduringthecovid19pandemic AT charlesfalajikiolajide leftbehindtheeffectsofdigitalgapsonelearninginruralsecondaryschoolsandremotecommunitiesacrossnigeriaduringthecovid19pandemic
_version_	1718419501780828160

Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic

Ejemplares similares