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Equitable Access to Higher Education Learning and Assessment: Perspectives from Low-Resource Contexts
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- Author(s): Saraswati Dawadi; Fereshte Goshtasbpour; Agnes Kukulska-Hulme
- Language:
English- Source:
Journal of Interactive Media in Education. 2024 2024(1).- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: 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
- Peer Reviewed: Y
- Source: 15
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Abstract: 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.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1427520
- Availability:
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