Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach

Abstract

This paper discusses the challenges faced by rural learners in South Africa in the context of the world pandemic commonly known as COVID-19. Rural learners face unprecedented challenges in adjusting to a new mode of life and learning, the latter being characterised by the predominant use of online, learning management systems and low-tech applications. The paper is informed by critical emancipatory research, I used participatory action research. A total of 10 learners and five teachers participated via Whatsapp. The paper answers two questions: what are the learning challenges faced by rural learners in South Africa, and how can online learning be enhanced in the context of COVID-19? The findings suggest that, while the South African government is promoting online learning as the only alternative in the context of COVID-19, this mode excludes many rural learners from teaching and learning, due to a lack of resources to connect to the internet, the learning management system, and low-tech software. The paper argues that rural learners are critical stakeholders in education and in the fight against COVID-19, and they cannot be left behind in efforts to fight the pandemic.

Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students

“…Meanwhile, the accessibility factor is one of impeding factors due to limitation to internet access (Dube. 2020;Tanveer et al, 2020;Dhawan, 2020;Sarvestani et al, 2019), lack of technology devices (Dube, 2020) and the internet data is expensive (Dube, 2020).…”

“…Meanwhile, the accessibility factor is one of impeding factors due to limitation to internet access (Dube. 2020;Tanveer et al, 2020;Dhawan, 2020;Sarvestani et al, 2019), lack of technology devices (Dube, 2020) and the internet data is expensive (Dube, 2020). As mentioned by Adedoyin and Soykan (2020) online learning depends on the technology devices and internet accessibility, without both elements it is difficult for the students and lecturers to implement this teaching method.…”

“…A study conducted by Dube (2020), in South Africa, the students and lecturers in the rural areas faced problem with the internet coverage, lack of devices, gadgets and the cost of internet data is high. Normally, students in rural area depend on cyber cafe to access the internet.…”

“…This made it more difficult for them to buy the internet data due to shortage of money. In addition, some students did not have the technology devices such as computer, laptop or smart phone, thus shifted to online learning is a challenge for them (Dube, 2020;Tanveer et al, 2020). A study by Andersson (2008) conducting in developing country supported that students located in rural area faced the issue of infrastructure and internet accessibility.…”

Digital inclusion in central Australia: what is it and what makes it different?

“…At a time when COVID-19 restrictions have forced people into isolation, and therefore reduced their social connectedness, the demand for digital access and fast broadband has perhaps never been greater. Isolation is arguably felt more among people living in rural and remote communities and disconnects for people living in rural and remote regions are felt more because of limited access to high speed internet infrastructure, adversely affecting education (Dube, 2020), employment, and health outcomes (Robinson et al, 2020). For many remote Indigenous communities, the issues that have been highlighted for rural communities with COVID-19, have been felt for some time, not just in Australia, the research site, but in other Indigenous communities around the globe (Howard & Morris, 2019;McMahon, 2020;Peacock, 2019).…”