‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective

Venter, Isabella M.; Cranfield, Desireé; Tick, Andrea; Blignaut, Renette J.; Renaud, Karen V.

doi:10.3390/electronics11182941

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‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective

Isabella M. Venter

, Desireé Cranfield

, Andrea Tick

, Renette J. Blignaut

, Karen V. Renaud

Electronics, Volume: 11, Issue: 18, Start page: 2941

Swansea University Author: Desireé Cranfield

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DOI (Published version): 10.3390/electronics11182941

Abstract

The COVID-19 pandemic and the subsequent emergency measures had a fundamentaland disruptive impact on societies and, in particular, on the educational sector. The transition of themodality of educational delivery from face-to-face to online occurred within days; this researchstudy considered the con...

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Published in:	Electronics
ISSN:	2079-9292
Published:	Basel, Switzerland MDPI AG 2022
Online Access:	Check full text
URI:	https://cronfa.swan.ac.uk/Record/cronfa61260
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first_indexed	2022-09-16T16:07:48Z
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spelling	v2 61260 2022-09-16 ‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective 3f8fe4194470d374d18e4738089a6ab1 0000-0002-3082-687X Desireé Cranfield Desireé Cranfield true false 2022-09-16 BBU The COVID-19 pandemic and the subsequent emergency measures had a fundamentaland disruptive impact on societies and, in particular, on the educational sector. The transition of themodality of educational delivery from face-to-face to online occurred within days; this researchstudy considered the concepts of digital trust and digital access, using structuration, postmodernism, and critical social theory as lenses to understand Higher Education (HE) student experiencesduring the first wave of the lockdown. The study compared these aspects in Hungary, South Africa,and Wales (UK) with different digital and network readiness indices. The digital development ofthe countries is presented using both the Digital Intelligence and Network Readiness indices. Theresearch approach was cross-country, international, comparative, inductive, and quantitative. Theresearch study found that there was a significant relationship between the countries’ GDP and theirnetwork readiness, impacting students’ online learning experiences. Significant differences werefound between the participating universities in terms of digital access and digital trust; this researchprovides valuable insights for informing future pedagogical approaches and teaching best practice,specifically for residential universities. Understanding challenges and barriers to student learningexperiences, and the impact of inequitable access to digital technologies and communication, is keyfor future pedagogical policy and practice. Several recommendations are made to inform practice Journal Article Electronics 11 18 2941 MDPI AG Basel, Switzerland 2079-9292 COVID-19; higher education; student learning; digital technologies; digital trust; digital access; online learning; equitable access; country comparisons 16 9 2022 2022-09-16 10.3390/electronics11182941 COLLEGE NANME Business COLLEGE CODE BBU Swansea University Payment of the OA fee split between two institutions This research received no external funding. 2023-06-28T15:29:40.8081915 2022-09-16T16:30:07.6028905 Faculty of Humanities and Social Sciences School of Management - Business Management Isabella M. Venter 0000-0001-6554-8024 1 Desireé Cranfield 0000-0002-3082-687X 2 Andrea Tick 0000-0002-3139-6509 3 Renette J. Blignaut 0000-0002-3150-6624 4 Karen V. Renaud 0000-0002-7187-6531 5 61260__25155__5fc9f47c394440dfa93413fcd324215a.pdf electronics-11-02941.pdf 2022-09-16T17:05:46.2312371 Output 2482699 application/pdf Version of Record true © 2022 by the authors.This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license true eng https://cre-ativecommons.org/licenses/by/4.0/
title	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective
spellingShingle	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective Desireé Cranfield
title_short	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective
title_full	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective
title_fullStr	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective
title_full_unstemmed	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective
title_sort	‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective
author_id_str_mv	3f8fe4194470d374d18e4738089a6ab1
author_id_fullname_str_mv	3f8fe4194470d374d18e4738089a6ab1_***_Desireé Cranfield
author	Desireé Cranfield
author2	Isabella M. Venter Desireé Cranfield Andrea Tick Renette J. Blignaut Karen V. Renaud
format	Journal article
container_title	Electronics
container_volume	11
container_issue	18
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publishDate	2022
institution	Swansea University
issn	2079-9292
doi_str_mv	10.3390/electronics11182941
publisher	MDPI AG
college_str	Faculty of Humanities and Social Sciences
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description	The COVID-19 pandemic and the subsequent emergency measures had a fundamentaland disruptive impact on societies and, in particular, on the educational sector. The transition of themodality of educational delivery from face-to-face to online occurred within days; this researchstudy considered the concepts of digital trust and digital access, using structuration, postmodernism, and critical social theory as lenses to understand Higher Education (HE) student experiencesduring the first wave of the lockdown. The study compared these aspects in Hungary, South Africa,and Wales (UK) with different digital and network readiness indices. The digital development ofthe countries is presented using both the Digital Intelligence and Network Readiness indices. Theresearch approach was cross-country, international, comparative, inductive, and quantitative. Theresearch study found that there was a significant relationship between the countries’ GDP and theirnetwork readiness, impacting students’ online learning experiences. Significant differences werefound between the participating universities in terms of digital access and digital trust; this researchprovides valuable insights for informing future pedagogical approaches and teaching best practice,specifically for residential universities. Understanding challenges and barriers to student learningexperiences, and the impact of inequitable access to digital technologies and communication, is keyfor future pedagogical policy and practice. Several recommendations are made to inform practice
published_date	2022-09-16T15:29:36Z
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‘Lockdown’: Digital and Emergency eLearning Technologies—A Student Perspective

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