Abstract:

The recent pandemic has highlighted the digital divide and inequality in internet access and technology use, particularly in the context of higher education. To investigate the impact of online learning on higher education students, this study compared students’ experiences with the transition to online learning, both in the early stages of lockdown and after returning to face-to-face classes. Therefore, the study adopts a quantitative approach with the distribution of surveys at selected higher educational institutions in the Republic of South Africa and Portugal. A total sample of 551 students participated in the study. The results showed that students with higher digital literacy were more likely to adapt to online learning and perceive it as useful and fostering independence. However, a significant number of students also reported experiencing challenges such as lack of motivation and engagement, technical issues, and internet connectivity problems. In conclusion, the study highlighted the significant impact of the transition to online learning on the students, revealing the existence of digital divide between the students of both cohorts.

Keywords:

Digital divide, online learning, higher education, COVID-19 pandemic.