Abstract
The chapter highlights challenges of pandemic-forced, internet-based learning in developing nations. Through a review of high- and ‘low-tech’ alternatives, including television, radio and social media and ‘no-tech’ solutions during the pandemic lockdown, the chapter highlighted how technology access and use for learning enhanced the ever-widening gap between privileged learners and their underprivileged counterparts. The review called to question the assumed potential of technology to bridge equity gaps, and solve the problem of equitable and quality access to education. The implications of the status of online learning for the achievement of SDG4, and graduate competitiveness were also discussed among other issues.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Agbele, A. T., & Oyelade, E. A. (2020). Impact of COVID-19 on the Nigerian educational system: Strengths and challenges of online/virtual education. Asian Journal of Education and Social Studies, 13(1), 26–35. https://doi.org/10.9734/ajess/2020/v13i130322.
Amorighoye, T. A. (2020). Coronavirus has exposed the education divide in Nigeria from https://www.weforum.org/agenda/2020/06/education-nigeria-COVID19-digital-divide/internationaljournalofeducationalresearch.
Cockrill, M., Grieveson, T., Bingham, & Higgins, S. (2021). High achievement for socio-economically disadvantaged students: Example of an equitable education model in schools across five English districts. International Journal of Educational Research Open 2–2, 100043.
Council of Chief State School Officers. (2010). Partnership for NxGL overview. Retrieved July 25, 2012, from http://www.ccsso.org/Resources/Publications/Partnership_for_Next_Generation_Learning_Overview.html.
Department for Education. (2019a). Key stage 4 performance, 2019 (revised). https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863815/2019_KS4_revised_text.pdf.
Department for Education. (2019b). National curriculum assessments at Key Stage 2 in England. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/851798/KS2_Revised_publication_text_2019_v3.pdf. Accessed 20 June 20.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. https://doi.org/10.1177/0047239520934018.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., Wang, H. H., et al. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Jegede, P. O., & Owolabi, A. J. (2003). Computer education in Nigerian secondary schools: Gaps between policy and practice. Meridian: A Middle School Technology Journal, 6(2), 1–11. http://www.ncsu.edu/meridian/sum2003/nigeria/nigeria.pdf.
Mac-Ikemenjima, D. (2005, April). E-Education in Nigeria: Challenges and prospects. In A Paper Presented at the 8th UN ICT Task Force Meeting. Dublin, Ireland.
Nicolaou, C., Matsiola, M., & Kalliris, G. (2019). Technology-enhanced learning and teaching methodologies through audiovisual media. Education Sciences, 9(3), 196. https://doi.org/10.3390/educsci9030196.
Nwana, S. (2012). Challenges in the applications Of E-learning by secondary school teachers in anambra state. Nigeria. African Journal of Teacher Education, 2(1).
Obiakor, T., & Adeniran, A. (2020). COVID-19: Risk-control measures threaten to deepen Nigeria’s education crisisCentre for the study of economies of Africa (CSEA).
Oladunjoye, B. (2020). Impact of COVID-19 on the Nigerian educational system: Strengths and challenges of online/virtual education in Asian. Journal of Education and Social Studies, 13(1), 26–35.
Sawahel, W. (2020). Social media offers platform for online learning—StudyInUniversity world News retrieved from https://www.universityworldnews.com/post.php?story=20200909144604255.
Soni, V. D. (2020). Global impact of E-learning during COVID 19. http://dx.doi.org/10.2139/ssrn.3630073.
UNESCO. (2016). Unpacking sustainable development goal 4 education 2030 guide. Retrieved from, http://unesdoc.unesco.org/images/0024/002463/246300E.pdf.
Wakefield, E. M., Congdon, E. L., Novack, M. A., Goldin-Meadow, S., & James, K. H. (2019). Learning math by hand: The neural effects of gesture-based instruction in 8-year-old children. Attention, Perception, & Psychophysics, 81(7), 2343–2353. https://doi.org/10.3758/s13414-019-01755-y.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Sambo, S.A. (2021). Status of Equitable Digital Learning Opportunities in the Pandemic Era: The Nigerian Experience. In: Edwards, B.I., Shukor, N.A., Cheok, A.D. (eds) Emerging Technologies for Next Generation Learning Spaces. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-16-3521-2_6
Download citation
DOI: https://doi.org/10.1007/978-981-16-3521-2_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-3520-5
Online ISBN: 978-981-16-3521-2
eBook Packages: EducationEducation (R0)