The influence of the digital divide on emergency remote student-centred learning during the COVID-19 pandemic: a case study of journalism education

Nkoala, Sisanda; Matsilele, Trust

doi:10.1007/s43545-023-00626-6

Cited by 9 publications

(3 citation statements)

References 14 publications

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“…The prolonged existence of inequalities in access to digital technologies further perpetuates inequalities in benefits, participation and appreciation (Nkoala & Matsilele, 2023). Maintaining a status quo of digital inequalities in education creates a vicious cycle of reduced academic participation and comprehension, leading to poor performance and perhaps rejection of technologies altogether.…”

Section: Persistent Digital Inequalitiesmentioning

confidence: 99%

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning

Mambwe

2024

Journal of Digital Educational Technology

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This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching journalism, mass communication and media studies courses in the wake of the globally menacing pandemic within the context of a country in the global South with limited resources and a traditional approach to journalism education. The paper combines thoughts from reflexive autoethnography based on professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six critical reflection points or lessons pertinent to post-pandemic journalism education. These are: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programs can best be conducted in times of crisis. In addition to these observations, the paper argues for a holistic approach to digital transformation to address many of these and other challenges.

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Section: Persistent Digital Inequalitiesmentioning

confidence: 99%

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning

Mambwe

2024

Journal of Digital Educational Technology

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“…The issue of unequal access to the necessary technology for online learning, often referred to as the "digital divide," is a significant challenge in the implementation of blended learning (Nkoala & Matsilele, 2023). Not all students have access to the necessary devices such as computers, tablets, or smartphones that are needed for online learning.…”

Section: Disadvantages Of Blended Learningmentioning

confidence: 99%

An Examination of the Advantages and Disadvantages of Blended Learning

Mustafa

2023

Int. J. Res. Publ. Rev.

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This abstract examines the advantages and disadvantages of blended learning, a hybrid teaching methodology that combines traditional classroom instruction with online learning. The advantages of blended learning include increased accessibility, flexibility, and student engagement. It allows for personalized learning experiences and can cater to a variety of learning styles. However, it also presents challenges such as technological issues, the need for self-discipline in online segments, and potential feelings of isolation among students. Despite these challenges, blended learning has shown promise in enhancing educational outcomes when implemented effectively. Further research is needed to optimize this teaching methodology and mitigate its disadvantages.

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“…The prolonged existence of inequalities in access to digital technologies further perpetuates inequalities in terms of benefits, participation and appreciation (Nkoala & Matsilele, 2023).…”

Section: Persistent Digital Inequalitiesmentioning

confidence: 99%

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

Mambwe

2023

Preprint

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This paper cogitates and reflects on some of the lessons learned about journalism and mass communication education in Zambia following the outbreak of the COVID-19 pandemic. It highlights specific observations from the experience of teaching of journalism, mass communication and media studies courses in the wake of the globally menacing pandemic, within the context of a country in the global South with limited resources and a traditional approach to journalism education. I put together thoughts from reflexive autoethnography based on my professional positionality, buttressed by selected literature on teaching and learning in higher education during the pandemic, and insights from selected journalism educators in the country. The paper uncovers six points of reflection or lessons, namely: (a) there are still low levels of digital readiness in journalism schools; (b) distance education for journalism and mass communication is not easy but not at all impossible; (c) digital literacy for both faculty members and students in journalism schools must be scaled up; (d) persistent digital inequalities characterise higher education, including in journalism education; (e) exceedingly low levels of training in science and health reporting/coverage are still prevalent; and lastly (f), there is need to rethink how student internships and attachment programmes can be conducted in times of crisis. In addition to these observations, the paper argues for a wholistic approach to digital transformation to address many of these and other challenges.

show abstract

The influence of the digital divide on emergency remote student-centred learning during the COVID-19 pandemic: a case study of journalism education

Cited by 9 publications

References 14 publications

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning

What the COVID-19 pandemic has brought to light about journalism education in Zambia: A reflexive analysis of the transition to online teaching and learning

An Examination of the Advantages and Disadvantages of Blended Learning

What the COVID-19 Pandemic has brought to light about Journalism Education in Zambia: Some Reflections on the transition to online teaching and learning

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