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Conference Paper/Proceeding/Abstract 712 views 118 downloads

DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY

Desireé Cranfield Orcid Logo, Andrea Tick, Isabella Venter, Renette Blignaut, Karen Renaud

ICERI2021 Proceedings, Start page: 8658

Swansea University Author: Desireé Cranfield Orcid Logo

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DOI (Published version): 10.21125/iceri.2021.1995

Abstract

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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Published in: ICERI2021 Proceedings
ISBN: 978-84-09-34549-6
ISSN: 2340-1095
Published: IATED 2021
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URI: https://cronfa.swan.ac.uk/Record/cronfa58704
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first_indexed 2021-12-01T10:02:45Z
last_indexed 2021-12-15T04:28:29Z
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spelling 2021-12-14T11:12:16.6262709 v2 58704 2021-11-18 DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2021-11-18 BBU 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. Conference Paper/Proceeding/Abstract ICERI2021 Proceedings 8658 IATED 978-84-09-34549-6 2340-1095 COVID_19, Higher Education, student learning, digital technologies, online learning, equitable access, comparative study 8 11 2021 2021-11-08 10.21125/iceri.2021.1995 COLLEGE NANME Business COLLEGE CODE BBU Swansea University 2021-12-14T11:12:16.6262709 2021-11-18T12:53:51.9560068 Faculty of Humanities and Social Sciences School of Management - Business Management Desireé Cranfield 0000-0002-3082-687X 1 Andrea Tick 2 Isabella Venter 3 Renette Blignaut 4 Karen Renaud 5 58704__21578__e09d5692970844d88b3f857139584831.pdf ICER 2021 presentation v11 - without audio.pdf 2021-11-18T13:20:11.7855551 Output 2271098 application/pdf Author's Original true false
title DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
spellingShingle DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
Desireé Cranfield
title_short DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
title_full DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
title_fullStr DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
title_full_unstemmed DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
title_sort DIGITAL TECHNOLOGIES FOR ELEARNING DURING LOCKDOWN: A COMPARATIVE STUDY
author_id_str_mv 3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv 3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author Desireé Cranfield
author2 Desireé Cranfield
Andrea Tick
Isabella Venter
Renette Blignaut
Karen Renaud
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container_start_page 8658
publishDate 2021
institution Swansea University
isbn 978-84-09-34549-6
issn 2340-1095
doi_str_mv 10.21125/iceri.2021.1995
publisher IATED
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hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Management - Business Management{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Management - Business Management
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description 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.
published_date 2021-11-08T04:15:26Z
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