New Technology Does not Mean Access for All: The Challenges to Digital Access at the University of Liberia

• In Event: Global perspectives on Artificial Intelligence

Proposal

Abstract:
During the height of the Covid-19 pandemic, countries attempted to transition from face-to-face learning to teaching via digital platforms with various levels of success. The transition to e-learning fueled global concern that the digital divide among already marginalized groups, who had limited or no access to the internet, computers, and other forms of ICT, would be exacerbated. The shortage of technological tools, poor infrastructure and few financial resources presented opportunities for countries to find creative solutions or falter under the weight of the task. At the University of Liberia, Covid-19 showed the university leadership the reality of its digital footprint, and the low levels of digital literacy amongst many in its academic community. This research examines the response of the University of Liberia administration to the lack of technological literacy and access experienced by both faculty and students during the Covid-19 pandemic and the challenges attempts at e-learning created.

Rationale
To participate in today’s connected world, it is necessary to have a basic level of digital literacy. Covid-19 was a teaching ground for discovering how to use technology on a large scale in classrooms globally. While many nations were using corresponding courses or on-line learning as a regular part of their course offerings, the University of Liberia (UL) was not. The Fall of 2020 and the Spring of 2021 are considered ‘lost semesters’ at the UL because most teachers and students did not have regular access to the tools or training to make on-line learning effective or in many cases possible. With a lack of technology, tools, and an accompanying high cost for data, this qualitative case study examines how lecturers and students navigated teaching and learning at UL during this time. While the UL administration views the ‘covid-19 semesters’ as a success, faculty and student views appear contrary. Therefore, the purpose of this research is to assess to what extent the UL’s turn toward digital instruction was successful or not and what potential does e-learning have for the UL future.

Theoretical Framework
This study uses a digital capital (Ragnedda, Ruiu & Addeo, 2020) theoretical framework. Digital capital includes the material, technological, social, and critical dimensions necessary for effective participation in the digital world (Ragnedda, Ruiu & Addeo, 2020).

Methods
A qualitative case study was employed to analyze the abilities of lecturers and students to access technology in the form of devices, electricity, and data for internet usage at the University of Liberia. Twenty-seven interviews were conducted with faculty (13), students (4), outside stakeholders (6) and administrators (4) to understand their access to and comfort with technology. Additionally, practitioner-based inquiry (Lofthouse, 2014) was used, as the researcher was a software trainer for some of the lecturers learning to use Moodle, which caused her to directly interact with lecturers and answer their questions.

Findings
The findings of this research demonstrate that there was not a high digital literacy level among staff or students during Covid-19. While it was common for some students and many staff to have smartphones, these were used to access social media sites, but not to conduct research or teach classes. In some cases, lecturers particularly had not touched a computer. The university administration appears to have not considered the poor infrastructure or lack of electricity within the country when selecting software that required technological familiarity, electricity, and data to work as intended. The number of teachers and students able to access the internet on their own laptop regularly was small Adding to the challenges of using Moodle, was an assumption that lecturers and students would be willing to share their laptops or smartphones with peers. This mindset did not consider the social distancing mechanisms that had been put in place to ensure the virus did not spread. Also, there was a lack of consideration that most people would not allow a colleague or friend to possess their smartphone or laptop for long periods of time. Lastly, the cost of data and slow internet speeds made creating and uploading lessons difficult.

Conclusion
This research contributes to the growing body of literature on the role access to technology plays in enforcing or reducing the digital divide between various members of any society and nations. In a country like Liberia and a university like the UL, efforts must be made to improve the ability of lecturers and students to engage with technology in meaningful ways. To do this, infrastructure must be updated to accommodate broadband access. Most importantly, if there is no access to electricity, no device will work, nor can internet be accessed. It can be argued that if the infrastructure necessary to promote digital learning is improved, other aspects of the university experience can be enhanced, such as having evening classes, and verifying the credentials of lecturers. Digital libraries can be accessed to enhance learning, and both students and lecturers would be able to regularly communicate with their peers in academic settings. This study highlights the need for more targeted strategies to get people in Liberian society digitally literate. This study also highlights the disconnect between the reality of what this university can do digitally and what the government and administrators says it can do. The findings underscore the need for nations to prioritize technological infrastructure so that they can provide quality education in the digital age.

Author

• Kamille Beye, University College London, Institute of Education