Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts

Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: [email protected]; Web site: http://jime.open.ac.uk

Y

15

Equal Education; Disadvantaged; COVID-19; Pandemics; Electronic Learning; Student Experience; Teaching Experience; Undergraduate Students; Foreign Countries; Mental Health; Anxiety; Access to Education; Educational Strategies; School Community Relationship; Student Evaluation

Kenya; Nepal

The COVID-19 pandemic forced higher education institutions to provide education online. Yet, little is known about students' and teachers' experiences of the shift in pedagogical modality in low-resource contexts. This study explored undergraduate students' and teachers' experiences of online education during the pandemic in Kenya and Nepal. Semi-structured interviews with students (n = 24) and teachers (n = 8) suggest that the pandemic further exacerbated existing inequalities. Furthermore, it affected the mental wellbeing of students; almost all reported heightened anxiety associated with their career prospects and learning. However, the findings also suggest that the pandemic created a conducive atmosphere to enhance digital literacy, and to foster peer support practices. Pedagogical implications of the study are highlighted in the context of promoting equity in future learning environments.

As Provided

2024

EJ1427520