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The digital divide (DD), which refers to the gap resulting from unequal access to digital technology hardware, software and ideological-ware resources, arises from disparities in accessing, material and physical resources that enable internet access. In the contemporary world, this divide extends beyond internet access to include the ability to manipulate educational technologies in the knowledge building process. Therefore, the installation of the internet infrastructure in communities should not be considered as the sole facility to access. In attempting to curb the DD, blended learning is seen to be a possible viable option. It is against this backdrop that this article sought to explore the role of blended learning in neutralising DD. This qualitative case study employed the resources and appropriation theory as a lens to analyse DD as a result of societal inequalities and unequal distribution of resources. The community of Inquiry (COI) framework was also used as a theoretical lens to guide the implementation of social and cognitive knowledge-building in a blended learning context. The reported study employed purposive sampling involving 26 participants who were the recipients of blended learning in one institution of higher learning (HEI) in Lesotho. Data were generated through reflective journals and one-on-one semi-structured interviews, and guided analysis was used to interpret the generated data. The findings established that blended learning has the capacity to neutralise DD, as it affords students the flexibility to design and engage in individualised learning experiences through both offline and online modes of teaching and learning, thereby meeting their access needs. The recommendation proposed in this article, thus, is for HEIs to adopt blended learning to eliminate categorical inequalities and social divisions in education, ideally promoting equilibrated inclusion of individuals from diverse socio-economic backgrounds in the teaching and learning process.

Several universities are experimenting with hybrid-based learning systems to enter a new era after the COVID-19 pandemic. This study explores the model of student readiness and acceptance of the hybrid learning system. For this reason, this study was designed to use Hierarchical Component Models to build a hybrid learning readiness construct and combine it with two other major theories, namely extended TAM 3 and TPB. Data were collected from several logistics business students who had participated in hybrid learning. The findings in this study will prove how the readiness model we built can increase student acceptance of using the hybrid learning system.

Online education has been introduced as a tool in the learning process in the majority of international universities worldwide. The term “e-learning” is defined as “any learning that involves using the internet or intranet. In this research, we tried the check the impact of online learning upon the students of Lebanese French University Erbil, Kurdistan region Iraq. The Objectives of the study are multi-folded. Firstly, to evaluate the influence of online learning upon the performance of students and secondly, to test the motivation of online learning towards the students. For this purpose, a detailed questionnaire was developed in order to get the response of the students. The questionnaire was built up and distributed to almost eighty respondents in which we got back a perfect response in complete shape only fifty.  Graph analysis has been used in order to present the response of the respondent. Mix response was recorded in which slightly negative response was in high portion. Furthermore, results showed that 60 % of respondents answered they are not happy with the online learning process and they want to have a traditional learning process that is on campus. Similarly, in each question, an extraordinary negative response toward online learning is recorded such as 76 % respondents said that they are not satisfied with this implementation of online learning. Also, they are facing hurdles and 58 % of people showed their response one of the big challenges toward online learning is a poor internet connection. 60% claimed that the instructor is not helping them to understand this whole process as a tool of online learning. The possible reason that was claimed from respondents are following: (i)This online process is first time they are interacting with,(ii) Lack of training of such online tools for the online learning process, (iii) once any student is facing trouble while this online process less support is available from the department and technical staff of the university

This study was designed to analyze the predictors of the academic performance of distance e-learners. The population consisted of all distance learners in the university study centers in the South-West geopolitical zone. The sample of the study was made up of 1025 respondents from the university, which were selected using a purposive sampling technique. A mixed-method approach was used for the collection of data. This study applied ordinal regression analysis in searching for the best predictors among the variables under investigation in predicting the academic performance of distance e-learners. A quantitative approach was used to determine the best predictors. In contrast, a qualitative approach was used to support the quantitative results and reveal other variables not covered in the questionnaire. Results showed that five variables best predicted academic performance, and together they explained 10% of the variance in academic performance after considering all the rules that guide ordinal regression analysis. Frequency of engagement with information and communication technology (ICT) was found to be the strongest predictor, followed by students’ ICT literacy levels, marital status, previous academic performance and entry qualification. Based on the study's findings, it was recommended that policymakers and educational stakeholders fully support the implementation of e-learning in Nigerian universities.

Globalization and rapid technological change have made knowledge a critical determinant of competitiveness in the world’s economy. Online education has been auspicious and adjustable even to students with tight schedules. However several critical success factors need to be improved in order to enhance the effective learner experience. This paper is aimed at uncovering the impact of three critical success factors namely; instructional design, learner interaction and learner technology adaptation on learner experience. Hence, the discretions of 300 students were diagnosed using the Likert scale questionnaire ranging from strongly agree to strongly disagree. The Holm Bonferroni method from R- package version 0.88 (2021 edition), was engaged to reduce the family-wise error (FWER) associated with multiple hypothesis comparison. It was observed that at a 5% level of significance, the alternative hypothesis was acceptable in favor of the null hypothesis and the conclusion was that instructional design, learner interaction, and technology adaptation, have a direct impact on the learning experience of the learner. The adopted models for the three critical success factors were validated by the Fornell and Larcker's (1981) convergent reliability test and tolerable with high composite reliability of 0.71. In accordance with the adopted model, a well instructional design is suggested for compliance.

Blended learning has emerged as a transformative approach in higher education, yet for many lecturers, the rapid integration of digital tools has created more challenges than opportunities. This study aimed to critically evaluate how lecturers at a University of Technology perceive and integrate digital tools and teaching strategies within blended learning environments, addressing a gap in the literature on lecturer-centred, contextually grounded perspectives in South African Universities of Technology. Adopting a qualitative research approach within an interpretivist paradigm, the study employed a case study design, involving twelve purposively sampled lecturers who actively engage with blended learning. Data were collected through semi-structured interviews and analysed using thematic analysis, ensuring rich, context-sensitive insights. The findings revealed a spectrum of practices: some lecturers primarily used digital tools for content delivery, while others employed innovative, student-centred strategies aligned with TPACK and Community of Inquiry frameworks, demonstrating enhanced cognitive, social, and teaching presence. Institutional factors, including professional development, infrastructure, and peer support, were found to significantly influence pedagogical decision-making. The study contributes to the understanding of blended learning in South African higher education by highlighting the interplay between lecturer agency, pedagogical reasoning, and institutional support, and it recommends targeted professional development, strategic infrastructural support, and the promotion of collaborative communities of practice to enhance effective blended teaching.

In the post COVId-19 era, online education has become an integral part of higher education, underscoring the need to understand students’ experiences, satisfaction and preferences to inform institutional strategies for optimising online education. The study follows a quantitative survey approach in which an online cross-sectional descriptive study was undertaken among 295 purposively selected students’ in South African higher education institution. A self-administered validated online questionnaire was used for data collection. Data was analysed using the Statistical Package for the Social Sciences (SPSS. Descriptive statistics was used to determine the reliability of the various constructs, mean scores, and standard deviations. Students found online teaching enjoyable (54.9%), (55.1%) engaging, with the opportunity to ask questions. Findings can inform HEIs’ managers and leaders’ strategic decisions regarding online education, including investment in infrastructure, faculty training, and support services. Creating interactive and engaging online content such as videos, simulations, and gamification to enhance student engagement. Providing online orientation, technical support and troubleshooting services to address technical issues and ensure smooth online learning experiences.

This paper aims to explore technological knowledge as a prerequisite for effective e-tutorship in an Open Distance e-Learning (ODeL) institution. In this paper, it is also aimed to examine how e-tutors' technological proficiency influences their engagement with students through the Learning Management System (LMS). A quantitative research approach was employed to address the research question with data collected through an observation technique tool conceptualized by the researcher. This tool tracked e-tutor engagement in the Learning Management System (LMS), specifically focusing on the frequency and types of interactions with students. The observation examined how technological proficiency affects online educational engagement by counting e-tutor postings and student reactions. The quantity of postings on each e-tutor's dashboard and student reactions were the main contextual factors analyzed. The study found that tutor engagement levels depend on technological competence, which affects e-tutors' capacity to conduct discussions and encourage student learning. The LMS data demonstrated that tutors with advanced technological competencies exhibited higher interaction rates, fostering an active and collaborative learning environment. Conversely, limited technological proficiency among tutors correlated with reduced engagement, potentially affecting students’ learning experiences. These findings point to the importance of technological knowledge in enhancing e-tutorship effectiveness within ODeL institutions. The study recommends targeted professional development programs to strengthen e-tutors’ digital competencies, ultimately improving student support and learning outcomes in online education settings.

The digital divide (DD), which refers to the gap resulting from unequal access to digital technology hardware, software and ideological-ware resources, arises from disparities in accessing, material and physical resources that enable internet access. In the contemporary world, this divide extends beyond internet access to include the ability to manipulate educational technologies in the knowledge building process. Therefore, the installation of the internet infrastructure in communities should not be considered as the sole facility to access. In attempting to curb the DD, blended learning is seen to be a possible viable option. It is against this backdrop that this article sought to explore the role of blended learning in neutralising DD. This qualitative case study employed the resources and appropriation theory as a lens to analyse DD as a result of societal inequalities and unequal distribution of resources. The community of Inquiry (COI) framework was also used as a theoretical lens to guide the implementation of social and cognitive knowledge-building in a blended learning context. The reported study employed purposive sampling involving 26 participants who were the recipients of blended learning in one institution of higher learning (HEI) in Lesotho. Data were generated through reflective journals and one-on-one semi-structured interviews, and guided analysis was used to interpret the generated data. The findings established that blended learning has the capacity to neutralise DD, as it affords students the flexibility to design and engage in individualised learning experiences through both offline and online modes of teaching and learning, thereby meeting their access needs. The recommendation proposed in this article, thus, is for HEIs to adopt blended learning to eliminate categorical inequalities and social divisions in education, ideally promoting equilibrated inclusion of individuals from diverse socio-economic backgrounds in the teaching and learning process.

This study was designed to analyze the predictors of the academic performance of distance e-learners. The population consisted of all distance learners in the university study centers in the South-West geopolitical zone. The sample of the study was made up of 1025 respondents from the university, which were selected using a purposive sampling technique. A mixed-method approach was used for the collection of data. This study applied ordinal regression analysis in searching for the best predictors among the variables under investigation in predicting the academic performance of distance e-learners. A quantitative approach was used to determine the best predictors. In contrast, a qualitative approach was used to support the quantitative results and reveal other variables not covered in the questionnaire. Results showed that five variables best predicted academic performance, and together they explained 10% of the variance in academic performance after considering all the rules that guide ordinal regression analysis. Frequency of engagement with information and communication technology (ICT) was found to be the strongest predictor, followed by students’ ICT literacy levels, marital status, previous academic performance and entry qualification. Based on the study's findings, it was recommended that policymakers and educational stakeholders fully support the implementation of e-learning in Nigerian universities.