The same course, different access: the digital divide between urban and rural distance education students in South Africa

• Published in: Journal of geography in higher education Vol. 44; no. 1; pp. 70 - 84
• Main Authors: Lembani, Reuben, Gunter, Ashley, Breines, Markus, Dalu, Mwazvita Tapiwa Beatrice
• Format: Journal Article
• Language: English
• Published: Oxford Routledge 02.01.2020; Taylor & Francis Ltd
• Subjects: Access; Access to Computers; Access to Education; Blacks; College Students; Colleges & universities; Digital divide; Distance Education; Distance learning; Education; Educational Experience; Educational Technology; Family Environment; Foreign Countries; Geographic Regions; Higher Education; intergenerational; Internet; Nontraditional Education; rural; Rural areas; Rural Urban Differences; Students; Sustainable development; Technology Uses in Education; urban; Urban areas; South Africa; Africa
• ISSN: 0309-8265; 1466-1845
• DOI: 10.1080/03098265.2019.1694876

Access to education is a significant determinant in future success, not only for a country but equally for individuals. Higher Education (HE) thus is an integral part of the Sustainable Development Goals and vital in supporting African development. Despite this, there is often a lack of access to HE in many parts of Africa, distance education can subsequently play an important role in increasing access to education by providing materials online. Even though institutions such as the University of South Africa, a provider of Open Distance Learning (ODL), can open access to HE for many marginalised and peripheral communities, we cannot separate access to ODL education from the debate of access to ICTs. Students in urban areas have a significantly different educational experience to students with poor ICT access in urban, peri-urban and rural areas. This paper explores the nature of access to ICT and how this affects students' ability to access HE.