New Education Technologies in Higher Education: E Leadership Perspectives on South African Student Learning During and Post-Covid Reality

Abstract

The study’s main focus was to investigate the e-leadership perspectives on new educational technologies that were deployed/implemented during Covid-19 and whether it helped close the digital divide in South African public universities. The study adopted a systematic review to achieve the study objectives. The findings showed that access to appropriate technology and internet speed or even access to the internet at all was a significant challenge, reflecting, again, deep inequalities between students, especially in rural communities. Some institutions of higher education were forced to close due to a lack of access to technology. The study results revealed that higher education institutions had to navigate the storm of Covid-19 through various means, such as migrating their courses online, taking different measures in their administration processes, and prioritizing their responsibilities. The results indicated that the majority of educators did not receive financial support for teaching and learning tools. Numerous opportunities came along with the introduction of the World Wide Web, one of which is electronic learning. The study’s findings also showed that post-Covid-19, institutions of higher education have made steady progress in implementing hybrid and blended teaching and learning. In conclusion, institutions of higher education should embrace a culture of change, using the post Covid-19 moment as an opportunity to experiment and innovate to meet the changing needs of their students, including the rural ones, to bridge the gap.

The impact of the COVID-19 pandemic on educational transformation in African higher education: a systematic literature review on rural universities

“…These studies have highlighted various issues and obstacles faced by educational institutions in rural areas during the pandemic (Mahlaba, 2020;Mahaye, 2020;Mhlanga & Moloi, 2020). One of the critical challenges identified is the digital divide and limited access to technology and internet connectivity in rural communities (Dube, 2020;Moonsamy et al, 2022;Woldegiorgis, 2022). This has hindered the effective implementation of online learning and remote teaching methods, as many students in rural areas do not have the necessary resources to connect to online platforms and participate in virtual classes (Dube, 2020;Moonsamy et al, 2022;Woldegiorgis, 2022).…”

“…One of the critical challenges identified is the digital divide and limited access to technology and internet connectivity in rural communities (Dube, 2020;Moonsamy et al, 2022;Woldegiorgis, 2022). This has hindered the effective implementation of online learning and remote teaching methods, as many students in rural areas do not have the necessary resources to connect to online platforms and participate in virtual classes (Dube, 2020;Moonsamy et al, 2022;Woldegiorgis, 2022). The lack of access to technology and reliable Internet has further exacerbated educational inequalities (Woldegiorgis, 2022).…”

“…Additionally, the studies have pointed out the need for more familiarity and preparedness for online learning among students and teachers in rural areas (Dube, 2020). Many lecturers and students had to quickly adapt to new modes of teaching and learning, which presented significant challenges in technical skills, digital literacy, and pedagogical approaches (Dube, 2020;Moonsamy et al, 2022). The transition to online learning has also highlighted the need for personalised support and guidance for students in rural areas (Dube, 2020).…”

“…These factors directly impact the quality of education and the ability of educational institutions to provide effective teaching and learning experiences (Dube, 2020;Mahaye, 2020;Koen & Robertson, 2021;Mkhize, 2022). The pandemic has further exacerbated these challenges, making it even more difficult for rural students to access quality education (Moonsamy et al, 2022;Maphalala & Ajani, 2023). The studies have also highlighted the importance of an inclusive and equitable approach to education during the pandemic (Dube, 2020;Moonsamy et al, 2022).…”

“…The pandemic has further exacerbated these challenges, making it even more difficult for rural students to access quality education (Moonsamy et al, 2022;Maphalala & Ajani, 2023). The studies have also highlighted the importance of an inclusive and equitable approach to education during the pandemic (Dube, 2020;Moonsamy et al, 2022). It is crucial to ensure that the rights and needs of rural students are considered and that every student is included (Dube, 2020;Mahlaba, 2020).…”