R. Dlamini, Zenda Rekai
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引用次数: 0
Guest Editorial: Digital education and online learning to achieve inclusivity and instructional equity (Part B)
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