Digital technology adaptation and initiatives: a systematic review of teaching and learning during COVID-19

Abstract

COVID-19 dramatically influenced students’ and staff’s learning and teaching experiences and approaches to learning. While many papers examined individual experiences in the context of higher education, synthesising these papers to determine enabling and hindering influences of digital adaptation was needed to guide the next phase of online learning reforms. This study explored the main dimensions of digital technology adaptation in higher education during the COVID-19 pandemic. The consequences for student and staff experiences and what aspects should be sustained and developed were discussed in this review. A total of 90 articles (published between 1st January 2020 and 30th June 2021) were identified and analysed based on the preferred reporting items for systematic reviews and meta-analyses framework. Four dimensions (with associated sub-factors) were found to influence student and staff experiences: techno-economic; personal and psychological; teaching, learning and assessment; and social. The findings highlighted that an integrated approach, across institutional, technical platforms, and individuals would be required to sustain digital learning initiatives during the crisis time.

Experiencing online training and educational inequality in TVET delivery among trainers and trainees in Kenya during the COVID-19 pandemic: A case study

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