Representation of Pragmatism in Scholarly Publications on COVID-19

Makumane, Makhulu; Khoza, Simon Bheki; Piliso, Blossom Bulelwa

doi:10.5430/ijhe.v11n2p161

Cited by 1 publication

(1 citation statement)

References 30 publications

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“…Khoza (2020) posits that socialising with knowledge breeds societal knowledge-building, wherein students' interaction and engagement is believed to address students' learning needs, consequently creating conditions for effective attainment of prescribed educational goals. Ideological ware resources present theories and ideas that motivate students to use HW and SW resources efficiently (Makumane, Khoza & Piliso, 2022). This suggests that IW resources are used to manage teaching presence and social presence through effective use of Ed-Tech resources.…”

Section: Literature Reviewmentioning

confidence: 99%

Neutralising the digital divide: is blended learning a viable solution?

Makumane,

Mataka,

Sengai

et al. 2023

IJRBS

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The digital divide (DD), which refers to the gap resulting from unequal access to digital technology hardware, software and ideological-ware resources, arises from disparities in accessing, material and physical resources that enable internet access. In the contemporary world, this divide extends beyond internet access to include the ability to manipulate educational technologies in the knowledge building process. Therefore, the installation of the internet infrastructure in communities should not be considered as the sole facility to access. In attempting to curb the DD, blended learning is seen to be a possible viable option. It is against this backdrop that this article sought to explore the role of blended learning in neutralising DD. This qualitative case study employed the resources and appropriation theory as a lens to analyse DD as a result of societal inequalities and unequal distribution of resources. The community of Inquiry (COI) framework was also used as a theoretical lens to guide the implementation of social and cognitive knowledge-building in a blended learning context. The reported study employed purposive sampling involving 26 participants who were the recipients of blended learning in one institution of higher learning (HEI) in Lesotho. Data were generated through reflective journals and one-on-one semi-structured interviews, and guided analysis was used to interpret the generated data. The findings established that blended learning has the capacity to neutralise DD, as it affords students the flexibility to design and engage in individualised learning experiences through both offline and online modes of teaching and learning, thereby meeting their access needs. The recommendation proposed in this article, thus, is for HEIs to adopt blended learning to eliminate categorical inequalities and social divisions in education, ideally promoting equilibrated inclusion of individuals from diverse socio-economic backgrounds in the teaching and learning process.

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Section: Literature Reviewmentioning

confidence: 99%