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Measures to Enhance Student Learning and Well-Being during the COVID-19 Pandemic: Perspectives of Students from a Historically Disadvantaged University

Authors :
Mpsanyana Makgahlela
Tebogo M. Mothiba
Jabu P. Mokwena
Peter Mphekgwana
Source :
Education Sciences, Vol 11, Iss 5, p 212 (2021)
Publication Year :
2021
Publisher :
MDPI AG, 2021.

Abstract

Since December 2019, the world population has been battling with the SARS-CoV-2 disease (COVID-2019) pandemic. The pandemic has continued to impact negatively on people’s livelihoods and also on student’s education. This qualitative study established from students in a previously disadvantaged university, their challenges and needs pursuant to the COVID-19 nationwide lockdown in South Africa. A total of 312 (male = 141; female = 171) registered students were conveniently sampled and completed an online survey questionnaire. Thematically analysed data revealed that student education and health have been impacted since the COVID-19 nationwide lockdown. Participants went on to recommend several measures which, if implemented, could improve their well-being and access to education. Study findings imply that students from previously disadvantaged universities, who in their majority are from impoverished rural communities, have been struggling to access remote learning due to amongst others, the lack of information and communication technology (ICT) devices and network connectivity problems. It, therefore, requires rural-based universities to work together with the government and the private sector and join hands in addressing student challenges and needs during the on-going lockdown in the country. This would be one way of ensuring that in spite of students’ socioeconomic status, cultural location or background, their right to education is protected.

Details

Language :
English
ISSN :
22277102
Volume :
11
Issue :
5
Database :
Directory of Open Access Journals
Journal :
Education Sciences
Publication Type :
Academic Journal
Accession number :
edsdoj.3965a710a0394ba58c010a422934d71a
Document Type :
article
Full Text :
https://doi.org/10.3390/educsci11050212