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Guest Editorial: Digital education and online learning to achieve inclusivity and instructional equity (Part B) 特邀社论：数字教育和在线学习实现包容性和教学公平（B 部分）

South African Computer Journal

Pub Date : 2023-07-31 DOI: 10.18489/sacj.v34i2.1185

R. Dlamini, Zenda Rekai

This special edition has been published at a time when digital education and online learning have become central to the response of the ongoing COVID-19 pandemic, which kept students and lecturers away from campuses. In response to strict COVID-19 regulations to facilitate social distancing, universities cancelled all face-to-face classes and transitioned to digital education and online learning. The transition was also known as emergency remote teaching (ERT) (Hodges et al., 2020). Central to the transition were digital learning platforms known as learning management systems (LMS). Linder et al. (2017, p. 27) define LMS as "a software system that offers an organizational structure for a range of course tools to be used by both groups and individuals online”. According to van Dijck et al. (2018, pp. I, 2) digital platforms are "hailed as the driver of economic progress and technological innovation” and enable a "participatory culture”. Dlamini and Ndzinisa (2020) further argue that digital learning platforms are pedagogical tools to enable online teaching and learning © Copyright the author(s);published under a Creative Commons NonCommercial 4.0 License

本特刊出版之际，正值数字教育和在线学习成为应对正在发生的 COVID-19 大流行病的核心，学生和讲师都远离校园。为响应 COVID-19 的严格规定，促进社会疏远，各大学取消了所有面授课程，转而开展数字教育和在线学习。这种过渡也被称为紧急远程教学（ERT）（Hodges et al.）过渡的核心是被称为学习管理系统（LMS）的数字化学习平台。Linder 等人（2017 年，第 27 页）将 LMS 定义为 "一种软件系统，为团体和个人在线使用的一系列课程工具提供组织结构"。van Dijck 等人（2018 年，第 I、2 页）认为，数字平台 "被誉为经济进步和技术创新的驱动力"，并促成了 "参与式文化"。Dlamini 和 Ndzinisa（2020 年）进一步指出，数字学习平台是实现在线教学的教学工具。

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