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dc.contributor.authorFaturoti, Bukola
dc.date.accessioned2022-10-17T15:00:01Z
dc.date.available2022-10-17T15:00:01Z
dc.date.issued2022-01-19
dc.identifier.citationFaturoti , B 2022 , ' Online Learning during COVID19 and Beyond: A Human Right Based Approach to Internet Access in Africa ' , International Review of Law, Computers & Technology , vol. 36 , no. 1 , pp. 68- 90 . https://doi.org/10.1080/13600869.2022.2030027
dc.identifier.issn1360-0869
dc.identifier.urihttp://hdl.handle.net/2299/25820
dc.description© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.description.abstractTeaching and learning were disrupted due to lockdown imposed as part of efforts to curb the spread of the COVID19 virus that hit the world in 2020. As a result, many national governments requested educational establishments to migrate their teachings online. In Africa, internet penetration has improved in the last decade. However, the continent still lags in integrating the Internet into learning. Besides, there is unequal access to technologies used in online education and unequal access to data and connectivity. Regarding access to quality learning, the COVID-19 pandemic has widened the gap between the rich and the poor and has exposed society's fragility. This paper evaluates the strategies of African leaders in sustaining access to learning and the experience of learners during COVID19 lockdown. It argues that most African countries' educational systems are unprepared for the sudden switch to online learning. Finally, it investigates future policy strategies in bringing more Africans out of the digital desert.en
dc.format.extent23
dc.format.extent386156
dc.format.extent2013590
dc.language.isoeng
dc.relation.ispartofInternational Review of Law, Computers & Technology
dc.subjectAfrica;
dc.subjectuniversal access
dc.subjectCOVID19
dc.subjecteducation;
dc.subjectinternet access
dc.titleOnline Learning during COVID19 and Beyond: A Human Right Based Approach to Internet Access in Africaen
dc.contributor.institutionHertfordshire Law School
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85122947770&partnerID=8YFLogxK
rioxxterms.versionofrecord10.1080/13600869.2022.2030027
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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