| No. |
Reference |
Title |
Country of origin |
Setting |
Design type |
Participants |
Purpose of study |
Challenges found |
Results of study |
| 1 |
Shrestha et al. (2021) |
Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal |
Bangladesh & Nepal |
Higher education |
QualitativeQuantitative |
147 students and 76 teachers17 participants for interview |
To investigate teachers’ and students from Bangladesh and Nepal experiences of online education during the pandemic |
Poor networkLack digital skillsLack technological support |
This study reported that several digital tools (Facebook, Zoom, Google Meet, email, Messenger group, and WhatsApp) were widely used among the teachers and students. It is the best way to adapt to their situation. |
| 2 |
Badiuzzaman et al. (2021) |
The latent digital divide and its drivers in e-learning among Bangladeshi students during the COVID-19 pandemic |
Bangladesh |
Higher education |
Quantitative(survey and open question) |
123 students |
To explore the underlying issues of the digital divide among Bangladeshi students |
High data pricesPoor network infrastructure |
Students are found to have sufficient devices for online learning; however, due to the lack of access to quality internet connectivity, they cannot fully utilize what they have. |
| 3 |
Gocotano et al. (2021) |
Higher education students’ challenges on flexible online learning implementation in the rural areas: A Philippine case |
Philippines |
Higher education |
QuantitativeQualitative |
639 university students |
To explore the students' challenges on flexible online learning implementation of the university in the rural area based on their background and experience. |
Unavailable networkEconomic instabilityLack digital devicesDistractive learning environmentExpensive internet dataHealth-related problemsLack of resourcesLack of digital literacy skillsLoss of motivation |
Results indicate that most families are from low-income families, mothers have graduated from high school, and fathers have elementary-level education. Students experience relatively poor internet connection and are mostly lack digital literacy. |
| 4 |
Bashitialshaaer et al. (2021) |
Obstacles to applying electronic exams amidst the COVID-19 pandemic: An exploratory study in the Palestinian universities in Gaza |
Palestine |
Higher education |
Questionnaire(survey and open question) |
152 university teachers and 55 students |
To identify and understand the obstacles and barriers in applying electronic exams successfully in distance education. |
Lack infrastructureLack devicesInternet accessFinance |
The study identified 13 obstacles, with 9 of the obstacles were experienced by both teachers and students. Students usually find difficulties in their learning environment and lack of devices and connectivity. |
| 5 |
Landa et al. (2021) |
Education in emergencies: Lessons from COVID-19 in South Africa |
South Africa |
Higher education |
Qualitative |
15 educators and 30 students |
To document the intervention strategies developed by two universities located in remote parts of Eastern Cape Province to deliver education during the COVID-19 restrictions.To examine the challenges experienced by the two institutions' largely rural student population. |
Lack deviceConnectivityExpensive cellular dataLack of digital literacy skillSelf- disciplineTime managementWorkplace |
Students from poor rural communities have difficulties in accessing the internet, and the education outcome broadly differ from socio-economical background |
| 6 |
Hagedorn et al. (2021) |
"My Entire World Stopped": College Students' Psychosocial and Academic Frustrations during the COVID-19 Pandemic |
North America |
Higher education |
Qualitative |
2643 undergraduate and graduate students |
To evaluate college students' academic and psychosocial frustrations during the COVID-19 pandemic. |
ConnectivitySpeed of internetEquipment issuesSocioeconomicInsufficient devices |
Students find using technology for classwork and research frustrating. It was suggested that with the results, faculties should plan better online courses to lessen frustration and drop out of students. |
| 7 |
Ukwoma et al. (2016) |
Digital literacy skills possessed by students of UNN, implications for effective learning and performance: A study of the MTN Universities Connect Library |
Nigeria |
Higher education |
Quantitative |
184 students |
The purpose of this study is to identify the digital literacy skills possessed by the students of the University of Nigeria, Nsukka (UNN), and the extent to which they use these digital literacy skills in their academic works. |
•Electricity failure•Low internet bandwidth•ICT facilities•Lack of development of digital literacy programme and standard |
Despite the challenges, students still possess sufficient digital literacy, which helps them achieve academic performance. |
| 8 |
Safford & Stinton (2016) |
Barriers to blended digital distance vocational learning for non-traditional students |
N/A |
Higher education |
QuantitativeQualitative(Interview and video diary) |
163 studentsSix interviewees |
Identifies and examines the challenges of blending digital distance and vocational learning for non-traditional and low-socio-economic status students new to university education. |
Where and when to go onlineFinding support for digital studyNavigating virtual learning environments and knowing what is relevantVariable or no technologies in the workplaceMaking connections between workplace technologies and ICT for studyStoring and organising digital information. |
Besides students lacking digital literacy, other challenges outside of students' control still exist in the results. It was suggested by the study to have a different teaching strategy for the students that could cater to their struggles |
| 9 |
Liyanagunawardena et al. (2014) |
Developing government policies for distance education: Lessons learnt from two Sri Lankan case studies |
Sri Lanka |
Higher education |
Ethnographic research approach |
129 questionnaires33 individual interviews,2group interviews |
To identify several barriers that impede successful participation for most Sri Lankans wanting to study at the tertiary level. |
Lack of infrastructure/ resourcesLow English language proficiencyWeak digital literacyPoor quality of materialsInsufficient provision of student support. |
After analysing the existing challenges, the study suggested a list of policy options to avoid past mistakes |
| 10 |
Linne (2014) |
Adolescents from low-income sectors: The challenge of studying in a time of digital environments |
Argentina |
Secondary school |
Qualitative |
26 respondents |
To investigate practices and perceptions regarding the study of adolescents from low-income sectors in the City of Buenos Aires. |
The unreliable informationStay focusSocio-economicalInternet accessLack of device |
The study found that adolescents in the sample experienced more difficulties than others. They experience more challenges in searching for reliable learning materials despite having similar communication and recreational skills. |
