Constraints of Transition to Online Distance Learning in Higher Education Institutions during COVID-19 in Developing Countries: A Systematic Review

Autor/in	Ndibalema, Placidius
Titel	Constraints of Transition to Online Distance Learning in Higher Education Institutions during COVID-19 in Developing Countries: A Systematic Review
Quelle	In: E-Learning and Digital Media, 19 (2022) 6, S.595-618 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ndibalema, Placidius)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20427530221107510
Schlagwörter	Online Courses; Distance Education; Higher Education; COVID-19; Pandemics; School Closing; Developing Nations; Equal Education; Educational Technology; Barriers; Foreign Countries; Adjustment (to Environment); Ghana; South Africa; Sri Lanka; Nepal; Malaysia; Romania; Morocco; Algeria; Guyana + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; School closings; Schule; Schließung; Schließung (von Schulen); Developing country; Developing countries; Entwicklungsland; Unterrichtsmedien; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Ceylon; Rumänien; Marokko; Algerien
Abstract	This paper addresses the paradox of transition to online distance learning during COVID-19 pandemic in Higher Education Institutions (HEIs) in developing countries. The systematic review methodological procedures were employed to draw some limitations and possible opportunities that may inform future practices on online distance learning. The findings reveal several limitations such as digital inequalities, lack of reliable internet access, low readiness and technological competence among instructors and students, and limited availability of digital solutions. The findings also reveal that most students faced social emotional challenges due to rapid and blind transition to online distance learning. It was concluded that most limitations were due to lack of digital culture even before the outbreak of COVID-19 pandemic. It is recommended that deliberate investment should be made to promote digital culture and equity. Further possible areas for research recommended in this paper include exploration of digital inclusion among marginalized groups in developing countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01