COVID-19 and the Key Digital Transformation Lessons for Higher Education Institutions in South Africa

Probably not a substantial claim: may not pass S4 (based).

The pandemic's impacts exacerbate inequality.

“the pandemic's impacts exacerbate inequality”

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Technology access is required.

“and that technology access is required.”

May combine two claims.

The reaction to COVID-19 was led by a variety of stakeholders, sometimes in a fragmented manner that did not target all learners.

“rather, it was led by a variety of stakeholders, sometimes in a fragmented manner that did not target all learners.”

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Many teachers urgently require digital pedagogy training.

“Additionally, many teachers urgently require digital pedagogy training”

May combine two claims.

South African history is dominated by inequalities, which raises feasibility questions for the introduction of online learning.

“South African history is dominated by inequalities, a situation that raises feasibility questions to the introduction of online learning [20].”

• cites [20] Mpungose, 2020, Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic, Humanit. Soc. Sci. Commun. sourceNot checked yet

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Western countries have developed diverse programmes and policies to provide university students with free laptops and free WiFi on campuses and halls of residence, but research is scarce in this area in South Africa.

“Research has indicated that, to redress the digital divide, Western countries have developed diverse programmes, as well as policies to provide university students with free laptops and free WiFi on campuses and halls of residence, but research is scarce in this area in South Africa [20,26].”

• cites [20] Mpungose, 2020, Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic, Humanit. Soc. Sci. Commun. sourceNot checked yet

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• cites [26] Rodrigues, 2019, Tracking e-learning through published papers: A systematic review, Comput. Educ. sourceNot checked yet

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Before the COVID-19 outbreak, digital transformation had already been witnessed in different sectors but at a slow pace, particularly in most developing economies, including South Africa.

“Before the outbreak of this pandemic, the digital transformation had already been witnessed in different sectors but at a slow pace, particularly in most developing economies, with South Africa included [2].”

• cites [2] Jegede, O. (2022, February 16). South Africa’s Capacity to Deploy Fourth Industrial Revolution Technologies Post-COVID-19, United Nations Industrial Development Organisation. Available online: https://www.unido.org/stories/south-africas-capacity-deploy-fourth-industrial-revolution-technologies-post-covid-19#story-start.Not checked yet

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In South Africa, the intensity of the socio-economic factors that cause the digital divide is high, and universities are still struggling with internet and computer access compared to American and European universities.

“In South Africa, the intensity of these socio-economic factors that caused the digital divide is high and, consequently, the universities in the country are still struggling with internet and computers access as compared to American and European universities [20,25].”

• cites [20] Mpungose, 2020, Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic, Humanit. Soc. Sci. Commun. sourceNot checked yet

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• cites [25] 2019, The first-level digital divide shifts from inequalities in physical access to inequalities in material access, New Media Soc. sourceNot checked yet

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The closure of campuses was a great setback to the higher education sector as it suddenly shifted physical classroom teaching to online platforms.

“This measure became a great setback to the sector as it suddenly shifted physical classroom teaching to online platforms [5].”

• cites [5] Rashid, 2020, Impact of COVID-19 Pandemic on Higher Education and Research, Indian J. Hum. Dev. sourceNot checked yet

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The top 1 per cent of South Africans own 70.9 percent of the country's wealth, while the bottom 60 percent own only 7 percent of the country's assets.

“The top 1 per cent of South Africans own 70.9 percent of the country's wealth, while the bottom 60 percent own only 7 percent of the country's assets, according to the report.”

• cites [54] World Bank Group (2018). Overcoming Poverty and Inequality in South Africa: An Assessment of Drivers, Constraints and Opportunities, World Bank.Not checked yet

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The COVID-19 pandemic has brought attention to the continuance of the digital divide, which exists both between and within countries and institutions, increasing pre-existing disparities.

“The pandemic, on the other hand, has brought attention to the continuance of the “digital divide,” which exists both between and within countries and institutions, increasing pre-existing disparities [49].”

• cites [49] Khan, 2020, COVID-19 and Digital Divide in Higher Education: Exploring the Indian Scenario, Hum. Rights Issues India.Not checked yet

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Students are active participants in teaching and learning and not acquiescent recipients of information, as they can make their way across network connections to acquire, employ, and share information.

“Students are considered to be active participants in teaching and learning and not as acquiescent recipients of information as they can make their way across network connections to acquire, employ, as well as share information [20,36].”

• cites [20] Mpungose, 2020, Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic, Humanit. Soc. Sci. Commun. sourceNot checked yet

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• cites [36] Duke, 2013, Connectivism as a digital Age learning theory, Int. HETL Rev.Not checked yet

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Connectivism theory provides new insight into what it takes to facilitate online education in a continuously evolving digital world.

“According to Abad-Segura et al. [14], connectivism theory provides new insight into what it takes to facilitate online education in a continuously evolving digital world.”

• cites [14] Abad-Segura, E., González-Zamar, M.D., Infante-Moro, J.C., and García, G.R. (2020). Sustainable Management of Digital Transformation in Higher Education: Global Research Trends. Sustainability, 12. sourceNot checked yet

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Online education cannot be accomplished in South African universities unless the digital divide is redressed.

“Mpungose [20] argues that online education cannot be accomplished in South African universities unless the digital divide is redressed.”

• cites [20] Mpungose, 2020, Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic, Humanit. Soc. Sci. Commun. sourceNot checked yet

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• AssumptionRests on an assumption: Online teaching and learning require digital technologies, such as learning management systems, appropriate gadgets, and internet connectivity, for effective teaching and learning to happen.

May combine two claims.

Difficulties with online learning exposed inequities in higher education and revealed that South Africa may not be ready for the fourth industrial revolution.

“The difficulties with online learning exposed inequities in higher education and revealed that South Africa may not be ready for the fourth industrial revolution [52,53].”

• cites [52] Parker, R., Morris, K., and Hofmeyr, J. (2020). Education, inequality and innovation in the time of COVID-19. JET Educ. Serv., Available online: https://www.jet.org.za/resources/theme-9-final-july-2020-parker-et-al.pdf/@@download/file/Theme%209%20Final%20report%20Parker%20et%20al.pdf.Not checked yet

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• cites [53] Mhlanga, 2020, Industry 4.0: The challenges associated with the digital transformation of education in South Africa, Impacts Digit. Transform.Not checked yet

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Connectivism theory liberates students from outdated cognitive practices of acquiring knowledge through receiving instruction, study, and experience and channels them towards allowing technology to become part of their internal learning process.

“Furthermore, the theory liberates the students from the outdated cognitive practices of acquiring knowledge through receiving instruction, study, and experience and channels them towards allowing technology to become part of their internal learning process.”

• cites [31] Denhere, 2021, Technologies, technological skills and curriculum needs for South African public TVET college students for relevance in the 4IR era, J. Afri. Edu. JAENot checked yet

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• cites [34] Fiore, A.M. (2022, February 21). Connectivism: A Learning Theory for the Digital Age. Available online: https://focusedusolutions.com/2018/12/22/connectivism/.Not checked yet

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Under connectivism theory, effective learning is supported by the availability of internet connectivity and technological resources both in students' homes and on campuses.

“Mpungose [20] posited that, under the connectivism theory, effective learning is supported by the availability of internet connectivity and technological resources both in the students' homes and on campuses.”

• cites [20] Mpungose, 2020, Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic, Humanit. Soc. Sci. Commun. sourceNot checked yet

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Distance education came with good opportunities, such as more adaptable learning chances, exploration of blended learning, and mixing of synchronous with asynchronous learning.

“It was also found that distance education came with good opportunities, such as more adaptable learning chances, exploration of blended learning, and mixing of synchronous with asynchronous learning.”

• cites [37] Marinoni, G., van’t Land, H., and Jensen, T. (2022, February 26). The Impact of COVID-19 on Higher Education Around the World, IAU Global Survey Report, International Association of Universities. Available online: https://www.uniss.it/sites/default/files/news/iau_covid19_and_he_survey_report_final_may_2020.pdf.Not checked yet

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University lecturers lacked training in effective online teaching and learning before the sudden shift, which meant a great deal of experimenting.

“This meant a great deal of experimenting by university lecturers as they lacked training in effective online teaching and learning before the sudden shift.”

Classified as probably not a substantial claim.

Access to the internet and proper gadgets enables students' meaningful participation in teaching and learning supported by educational technologies.

“Therefore, higher education institutions should ensure that students can access the internet and also have proper gadgets to enable their meaningful participation in the teaching and learning supported by educational technologies.”

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In terms of inequality, South Africa is followed by Namibia and Botswana in Southern Africa.

“In terms of inequality, South Africa is followed by Namibia and Botswana in Southern Africa [54].”

• cites [54] World Bank Group (2018). Overcoming Poverty and Inequality in South Africa: An Assessment of Drivers, Constraints and Opportunities, World Bank.Not checked yet

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Connectivism is steered by the apprehension that information is a network that is frequently acquired and upgraded.

“Siemens [35] posited that connectivism is steered by the apprehension that information is a network that is frequently acquired and upgraded.”

• cites [35] Siemens, G. (2022, February 26). Elearnspace. Connectivism: A Learning Theory for the Digital Age. Available online: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1089.2000&rep=rep1&type=pdf.Not checked yet

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It is not possible to replace face-to-face education because it is the foundation of learning institutions.

“Nikoubakht and Kiamanesh, Liu and Long [27,28] further argued that, despite the digital transformation's dictates to deploy online learning, it is not possible to replace face-to-face education because it is the foundation of learning institutions.”

• cites [27] Nikoubakht, 2019, The comparison of the effectiveness of computer-based education and traditional education on the numerical memory in students with mathematics disorder, J. Psychol.Not checked yet

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• cites [28] Liu, C., and Long, F. (2014, January 16–17). The discussion of traditional teaching and multimedia teaching approach in college English teaching 2014. Proceedings of the 2014 International Conference on Management, Education, and Social Science, Beijing, China. sourceNot checked yet

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Blended learning is regarded by some researchers as a solution to the quandary between online and traditional face-to-face teaching and learning because it combines both modes.

“Some researchers, such as those in Bates, Anderson [29,30], regard blended learning as a solution to the quandary as it combines both, including face-to-face education, a mode that allows students more ways of accessing learning material depending on their affordability or their side on the digital divide.”

• cites [29] Bates, A. (2018). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning for a Digital Age, Tony Bates Associates Ltd.Not checked yet

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• cites [30] Anderson, 2016, Identifying different learning styles to enhance the learning experience, Nurs. Stand. sourceNot checked yet

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The fundamentals of connectivism theory are grounded in the reality that knowledge and learning acknowledge the multiplicity of viewpoints and that the relationship between sources of information is given priority to allow continuity of learning.

“Whilst connectivism has different facets, as outlined above, Abad-Segura et al. [14] indicated that the fundamentals of this theory are grounded in the reality that knowledge and learning acknowledge the multiplicity of viewpoints and that the relationship that exists between sources of information is given priority to allow continuity of learning.”

• cites [14] Abad-Segura, E., González-Zamar, M.D., Infante-Moro, J.C., and García, G.R. (2020). Sustainable Management of Digital Transformation in Higher Education: Global Research Trends. Sustainability, 12. sourceNot checked yet

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Online peer networks, such as social media sites and online platforms, are indispensable in e-learning experiences.

“Furthermore, the theory is anchored on the understanding that online peer networks, such as social media sites and online platforms, are indispensable in e-learning experiences.”

• cites [35] Siemens, G. (2022, February 26). Elearnspace. Connectivism: A Learning Theory for the Digital Age. Available online: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1089.2000&rep=rep1&type=pdf.Not checked yet

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Research was affected, with 83% of higher education institutions indicating cancellation of international travel, 81% reporting cancellation or postponement of scientific conferences, and 52% reporting that scientific projects were in peril of not being completed.

“Research was also affected, with 83 percent of HEIs indicating that there was the cancellation of international travel, 81 percent reporting cancellation or postponement of scientific conferences, and 52 percent reporting that scientific projects were in peril of not being completed.”

• cites [37] Marinoni, G., van’t Land, H., and Jensen, T. (2022, February 26). The Impact of COVID-19 on Higher Education Around the World, IAU Global Survey Report, International Association of Universities. Available online: https://www.uniss.it/sites/default/files/news/iau_covid19_and_he_survey_report_final_may_2020.pdf.Not checked yet

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Connectivism theory is centred on the fact that students can obtain frequently updated new learning content material and pick out acceptable resources.

“Denhere and Moloi, Fiore [31,34] share the view that the connectivism theory is centred on the fact that students can obtain frequently updated new learning content material, as well as pick out acceptable resources.”

• cites [31] Denhere, 2021, Technologies, technological skills and curriculum needs for South African public TVET college students for relevance in the 4IR era, J. Afri. Edu. JAENot checked yet

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• cites [34] Fiore, A.M. (2022, February 21). Connectivism: A Learning Theory for the Digital Age. Available online: https://focusedusolutions.com/2018/12/22/connectivism/.Not checked yet

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May combine two claims.

The pandemic's impacts exacerbated inequality, necessitating extra efforts to assist the most vulnerable.

“The Pandemic's Impacts Exacerbate Inequality, Necessitating Extra Efforts to Assist the Most Vulnerable”

• Also stated in: § 3.3.4. The Pandemic's Impacts Exacerbate Inequality, Necessitating Extra Efforts to Assist the Most Vulnerable · plain

  “As a result, the pandemic's effects worsened inequality, necessitating increased assistance to the most vulnerable.”

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Following the emergence of COVID-19, education institutions across the world were quick to respond and adapt as the health crisis progressed, producing major socio-economic disruptions.

“United Nations [50] reported that, following the emergence of the COVID-19 pandemic, education institutions across the world were quick to respond and adapt as the health crisis progressed, producing major socio-economic disruptions.”

• cites [50] United Nations (2022, February 14). Policy Brief: Education during COVID-19 and Beyond, Available online: https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf.Not checked yet

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Connectivism theory explains the role of internet technologies in creating new opportunities in teaching and learning, as well as sharing information across the world wide web.

“The theory explains the role of internet technologies in creating new opportunities in teaching and learning, as well as sharing information across the world wide web [31].”

• cites [31] Denhere, 2021, Technologies, technological skills and curriculum needs for South African public TVET college students for relevance in the 4IR era, J. Afri. Edu. JAENot checked yet

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Connectivism theory promotes the use of search engines and social media by students to explore the world as they connect with other external people during the learning process.

“Furthermore, Anderson [30] posited that the connectivism theory promotes the use of search engines and social media by students for them to be able to explore the world as they connect with other external people during the learning process.”

• cites [30] Anderson, 2016, Identifying different learning styles to enhance the learning experience, Nurs. Stand. sourceNot checked yet

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80% of higher education institutions believed that COVID-19 affected enrolment, with 46% believing the impact would affect both local and international students, with an ultimate effect on finances.

“80 percent of the HEIs believed that COVID-19 affected the enrolment, with 46 percent believing that the impact would affect both local and international students, with an ultimate effect on finances.”

• cites [37] Marinoni, G., van’t Land, H., and Jensen, T. (2022, February 26). The Impact of COVID-19 on Higher Education Around the World, IAU Global Survey Report, International Association of Universities. Available online: https://www.uniss.it/sites/default/files/news/iau_covid19_and_he_survey_report_final_may_2020.pdf.Not checked yet

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Other rural universities found it difficult to integrate online learning due to resource and skill constraints, and they were unable to catch up with other universities, resulting in widespread educational inequity.

“Other rural universities, on the other hand, found it difficult to integrate online learning due to resource and skill constraints, and they were unable to catch up with other universities, resulting in widespread educational inequity [55,56].”

• cites [55] Mhlanga, D., and Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa?. Educ. Sci., 10. sourceNot checked yet

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• cites [56] Black, 2020, Education, COVID-19 and care: Social inequality and social relations of value in South Africa and the United States, S. Afr. Rev. Educ. Educ. Prod.Not checked yet

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The digital divide was exposed in South African schools through the closure of schools due to COVID-19.

“Chisango and Marongwe [47] also highlighted that the digital divide was exposed in South African schools through the closure of schools due to COVID-19.”

• cites [47] Chisango, 2021, The digital divide at three disadvantaged secondary schools in Gauteng, South Africa, J. Educ.Not checked yet

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The pandemic affected teaching and learning at the majority of higher education institutions, and two-thirds indicated that face-to-face education was substituted with distance education, where challenges to access technical infrastructure, competencies, and pedagogies were experienced.

“The pandemic affected teaching and learning at the majority of HEIs, and two-thirds indicated that face-to-face education was substituted with distance education, where challenges to access technical infrastructure, competencies, and pedagogies were experienced.”

• cites [37] Marinoni, G., van’t Land, H., and Jensen, T. (2022, February 26). The Impact of COVID-19 on Higher Education Around the World, IAU Global Survey Report, International Association of Universities. Available online: https://www.uniss.it/sites/default/files/news/iau_covid19_and_he_survey_report_final_may_2020.pdf.Not checked yet

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Latin American university teachers have a high degree of digital training and place a high value on the pedagogic usefulness of DCC technologies for developing e-learning training activities.

“According to Antón-Sancho et al. [67], Latin American university teachers have a high degree of digital training and place a high value on the pedagogic usefulness of DCC technologies for developing e-learning training activities.”

• cites [67] Antón-Sancho, Á., Vergara, D., Lamas-Álvarez, V.E., and Fernández-Arias, P. (2021). Digital content creation tools: American university teachers’ perception. Appl. Sci., 11. sourceNot checked yet

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Access to education, particularly higher education, is always a hurdle in South Africa because many universities have a limited number of spots available, limiting their ability to accept many students.

“Mhlanga and Moloi, [55] further noted that access to education, particularly higher education, is always a hurdle in South Africa because many universities have a limited number of spots available, limiting their ability to accept many students.”

• cites [55] Mhlanga, D., and Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa?. Educ. Sci., 10. sourceNot checked yet

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Many pupils, particularly in rural regions, face issues with digital knowledge, resulting in a larger demand for training and development.

“Many pupils, particularly in rural regions, face issues with digital knowledge, according to Mhlanga [53], resulting in a larger demand for training and development.”

• cites [53] Mhlanga, 2020, Industry 4.0: The challenges associated with the digital transformation of education in South Africa, Impacts Digit. Transform.Not checked yet

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The study depended on secondary sources of data such as literature reviews and content analysis.

“The study's limitations are that it depended on secondary sources of data to address the research questions, such as literature reviews and content analysis.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

In South Africa, some groups, particularly schools in rural areas, have limited access to the internet and, in some cases, a lack of energy supply, such as electricity.

“In South Africa, some groups, particularly schools in rural areas, have limited access to the internet and, in some cases, a lack of energy supply, such as electricity.”

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Females place a higher value on their possessions than males.

“Antón-Sancho et al. [65] discovered that females place a higher value on their possessions than males.”

• cites [65] Corry, 2014, Transforming and Turning around Low-Performing Schools: The Role of Online Learning, J. Educ. OnlineNot checked yet

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When countries are willing to take risks and adapt quickly, they can change education systems and practices in a short period of time.

“When countries are willing to take risks and adapt quickly, they can change education systems and practices in a short period of time.”

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When learning moves to the internet, developing countries will benefit greatly since people will be able to learn new skills.

“Koksal [63] also suggested that, when learning moves to the internet, developing countries will benefit greatly since people will be able to learn new skills.”

• cites [63] Koksal, I. (2022, February 18). The Rise of Online Learning. Available online: https://www.forbes.com/sites/ilkerkoksal/2020/05/02/the-rise-of-online-learning/?sh=782d118972f3.Not checked yet

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Rural students had a difficult time adjusting to the new online teaching approach.

“Dube [60] suggested that rural students had a difficult time adjusting to the new online teaching approach.”

• cites [60] Dube, 2020, Rural online learning in the context of COVID-19 in South Africa: Evoking an inclusive education approach, REMIE Multidiscip. J. Educ. Res.Not checked yet

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Many Black and Coloured children in South Africa currently struggle to enrol in mainstream education, and the introduction of online learning in schools will worsen the exclusion of Black and Coloured children from education if caution is not exercised.

“Many Black and Coloured children in South Africa currently struggle to enrol in mainstream education, and the introduction of online learning in schools will worsen the exclusion of Black and Coloured children from education if caution is not exercised.”

• cites [57] Bernstein, C. (2019). Digitalisation and Thriving Within the Contested Terrain of Intersections of Gender, Race, Education and Class Inequalities in the South African Context. Thriving in Digital Workspaces, Springer. sourceNot checked yet

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Technology can aid in the reduction of social isolation by bridging the gap between the poor, the wealthy, and individuals of other ethnicities.

“Mhlanga [53] also asserted that technology can aid in the reduction of social isolation by bridging the gap between the poor, the wealthy, and individuals of other ethnicities.”

• cites [53] Mhlanga, 2020, Industry 4.0: The challenges associated with the digital transformation of education in South Africa, Impacts Digit. Transform.Not checked yet

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Moving to learn online can help in expanding access to quality education, permitting students to learn anywhere anytime and from experts across the world.

“Corry and Carlson-Bancroft [65] argued that moving to learn online can help in expanding access to quality education, which will permit students to learn anywhere anytime and even learn from experts across the world.”

• cites [65] Corry, 2014, Transforming and Turning around Low-Performing Schools: The Role of Online Learning, J. Educ. OnlineNot checked yet

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These populations will continue to be marginalized while the education industry undergoes a digital revolution.

“These populations will continue to be marginalized while the education industry undergoes a digital revolution.”

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Online learning can help to increase access to higher education.

“As a result, Mhlanga and Moloi [55] believe that online learning can help to increase access to higher education.”

• cites [55] Mhlanga, D., and Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa?. Educ. Sci., 10. sourceNot checked yet

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Resistance to digital transformation can be a significant roadblock.

“As a result, resistance to digital transformation can be a significant roadblock.”

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Many professionals tend to resist the adoption of new models of teaching and learning.

“As a result, many professionals tend to resist the adoption of new models of teaching and learning”

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Teachers are lacking in the five digital dimensions, particularly in the creation of digital content.

“Teachers are lacking in the five digital dimensions, according to Garzon Artacho et al. [61], particularly in the creation of digital content.”

• cites [61] Garzon Artacho, E., Martínez, T.S., Ortega Martin, J.L., Marin Marin, J.A., and Gomez Garcia, G. (2020). Teacher training in lifelong learning—The importance of digital competence in the encouragement of teaching innovation. Sustainability, 12. sourceNot checked yet

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Microsoft Teams, Zoom, and Blackboard, among other tools, allowed students at universities in metropolitan regions to progress quickly through online instruction.

“Microsoft Teams, Zoom, and Blackboard, among other tools, allowed students at universities in metropolitan regions to progress quickly through online instruction.”

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Gender is the most influential factor in teachers' perceptions of the use of digital tools in the classroom, outweighing all other factors.

“Gender is also demonstrated to be the most influential factor in teachers' perceptions of the use of digital tools in the classroom, outweighing all other factors [67].”

• cites [67] Antón-Sancho, Á., Vergara, D., Lamas-Álvarez, V.E., and Fernández-Arias, P. (2021). Digital content creation tools: American university teachers’ perception. Appl. Sci., 11. sourceNot checked yet

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There is no clear, comprehensive coordinated approach to digital transformation in higher education in South Africa.

“Tomczyk [62] indicates that there is no clear, comprehensive coordinated approach to digital transformation in higher education in South Africa.”

• Also stated in: § • · plain

  “that there is no clear, comprehensive coordinated approach to digital transformation in higher education in South Africa”

• cites [62] Tomczyk, Ł. (2021). Declared and real level of digital skills of future teaching staff. Educ. Sci., 11. sourceNot checked yet

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If change affects job stability, there is a good likelihood it will be opposed.

“especially if the change affects job stability, there is a good likelihood it will be opposed.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Online learning access can be broadened through the provision of additional tools, which sometimes can help in explaining complex issues, which helps in retaining student attention.

“Allen and Seaman [64] argued that online learning access can be broadened through the provision of additional tools, which sometimes can help in explaining complex issues, which helps in retaining student attention.”

• cites [64] Allen, I.E., and Seaman, J. (2007). Online Nation: Five Years of Growth in Online Learning, Sloan Consortium.Not checked yet

  Not checked in the free run.

Probably not a substantial claim: may not pass S4 (based).

Online learning is difficult for learners in remote areas.

“Online Learning Is Difficult for Learners in Remote Areas”

• Also stated in: § 5. Conclusions · plain

  “online learning is difficult for learners in remote areas”