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Scaffolding Epistemological Access and University Students’ Success during Crisis Periods: Implications for Digital and Online Learning

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Názov: Scaffolding Epistemological Access and University Students’ Success during Crisis Periods: Implications for Digital and Online Learning
Autori: John Nyambe
Zdroj: Journal of Learning for Development, Vol 12, Iss 2 (2025)
Informácie o vydavateľovi: Commonwealth of Learning, 2025.
Rok vydania: 2025
Predmety: digital and online learning, Community of Inquiry, scaffolding, crisis periods, Theory and practice of education, Covid-19, LB5-3640
Popis: This study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods.
Druh dokumentu: Article
ISSN: 2311-1550
DOI: 10.56059/jl4d.v12i2.1442
Prístupová URL adresa: https://doaj.org/article/02970a4a00324ad7b72b0043cb309700
Rights: CC BY SA
Prístupové číslo: edsair.doi.dedup.....60ff5d011a03d1ee6a2f42dcac4ed1e4
Databáza: OpenAIRE
Popis
Abstrakt:This study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods.
ISSN:23111550
DOI:10.56059/jl4d.v12i2.1442