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Summarizing
Means and Neisler (2022) in “Suddenly online: A national survey of Undergraduates during the COVID-19 Pandemic” indicate that education is built on foundational principles of providing inclusive, equitable, and accessible schooling environments for all learners. The lack of digitalization in most rural areas around the globe has led to insufficient enrolment in tertiary education for most people. This is according to statistics released after the outbreak of COVID-19, which forced most learning activities to be conducted via the internet. The world ran into unexpected crises in different sectors as the pandemic paralyzed most activities. It marked a period of limited movement and lack of social gatherings, which meant learners could not access their tutors physically.
Online education has increased rapidly in the recent past due to the increase and advancement in technology. A majority of higher schooling officials in different countries have engaged in political activities and sided with the government. This act becomes a disadvantage to learners to comprehend and defend their access to facilities in case demands arise. Radical leaders who run the administration are responsible for ensuring the facilitation of learning material is available to students (Means & Neisler, 2022). They are not pushed enough to give the needed support in case scholars are in need.
The article, “Universities, the digital divide, and global inequality,” by Hill and Lawton (2018), elaborates education is broadly viewed as a means of fighting poverty all over the globe. The introduction of e-learning meant more access to studying facilities and material for learners. Higher education has proved to be one of the distinguishing factors in this situation of wealth and income imbalance. Researchers from various parts of the world have conducted research in the recent past to solve this puzzle. It is, however, surprising to discover that the more people around the world get educated, the more poverty persists. This piece further discusses the development and disparity worldwide, the purpose of engaging in higher schooling, and the potential challenges of online tutoring.
Rowsell et al. (2017) in their article “Confronting the digital divide” reflect on how educational policy and practice have exposed access to numeral literacies. The main objective of most economists around the world has been to reduce the gap between the rich and the poor. Income for the wealthy bracket has always been large, while that of the low-paid has remained too low. Some learners in the past two decades have had positive e-learning and in-person learning encounters. However, this is a small percentage, according to researchers who say that online students lack experience in physical studying (Rowsell et al., 2017). The other category of in-person apprentices lacks any prior exposure to web learning. If forced to take classes from the other mode, the scholars tend to get substandard services.
Common Points
Education is an important sector in determining and changing the mentality of people. It, however, depends on how it is delivered to students, especially in the tertiary levels of learning. Factors like internet connectivity requirements and online tutors’ experience also affect the level of knowledge imparted to learners across the globe. Most students face problems with their software or hardware devices when logging in to the internet. Scholarship via the net has also become a challenge in the recent past due to the ongoing chaos in the world. It requires a lot of motivation to be focused in an online class. It is advisable for scholars all over the world to ensure they receive a quality education by finding the best content from the right tutors.
References
Hill, C., & Lawton, W. (2018). Universities, the digital divide, and global inequality.Journal of Higher Education Policy and Management, 40(6), 598-610. Web.
Means, B., & Neisler, J. (2020). Suddenly online: A national survey of undergraduates during the COVID-19 pandemic. Digital Promise. Web.
Rowsell, J., Morrell, E., & Alvermann, D. E. (2017). Confronting the digital divide: Debunking brave new world discourses.The Reading Teacher, 71(2), 157–165. Web.
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