Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa

Abstract

As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited ability for all learners to benefit equitably. In particular, digital literacy remains a fundamental barrier to benefitting from online and blended learning. This paper reports on a study that investigated the digital literacy needs and preferences of peri-urban, marginalised youth when utilising online and blended learning in South Africa and how online education platforms can be designed to better suit such groups. It is argued that for online courses to truly support marginalised groups, it needs to be ensured that these learners are digitally equipped and digitally literate in terms of accessing, utilising, and benefitting equitably from online learning.