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Purpose <p>The goal of this research was to investigate the digital inequity regarding the use of Learning Management Systems (LMS) at a rural university in South Africa. The inquiry highlighted the roles of access, usability, and institutional support in shaping students’ participation in digital learning.</p> Design methodology approach <p>A qualitative case study design was used for this research. The design was based on an integrated framework that united the Unified Theory of Acceptance and Use of Technology with digital equity and inclusion theories. The main data source was semi-structured interviews with a purposively selected group of 24 undergraduate students, and the data were analysed using reflexive thematic analysis to reveal behavioural, structural, and contextual influences on equal engagement.</p> Findings <p>LMSs offered students the flexibility to access learning materials and study at their own pace. Still, these advantages were not evenly shared. The main obstacles were poor internet connectivity, insufficient devices for students, a lack of digital skills among students, and a slow response from the institution. Students’ socio-economic status and the condition of the infrastructure influenced their ability to use the platform effectively, thereby affecting equal participation and learning opportunities.</p> Research limitations implications <p>The research was conducted at a single rural institution; hence, the findings could not be easily applied to other institutions. Therefore, it is recommended that future researchers conduct their studies across multiple locations and gather quantitative data to understand digital equity outcomes in different contexts better.</p> Practical implications <p>Digital strategies that promote digital equity must be adopted, such as installing better infrastructure, providing continuous digital literacy training for students and staff, and designing platforms that can cope with limited connectivity and low-spec devices.</p> Social implications <p>The research findings contribute to the discourse on social justice in African higher education by showing that inequity can be perpetuated through digital platforms when underlying structural barriers remain unaddressed.</p> Originality value <p>The study not only considered the technology adoption angle but also provided a digital equity perspective, thereby extending the analysis beyond individual acceptance to the systemic conditions that turn LMS use on or off in rural higher education.</p>

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Reconceptualising digital equity in African higher education through learning management system use in rural universities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月22日

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  • Oluwatoyin Ayodele Ajani,
  • Samantha Govender

摘要

Purpose

The goal of this research was to investigate the digital inequity regarding the use of Learning Management Systems (LMS) at a rural university in South Africa. The inquiry highlighted the roles of access, usability, and institutional support in shaping students’ participation in digital learning.

Design methodology approach

A qualitative case study design was used for this research. The design was based on an integrated framework that united the Unified Theory of Acceptance and Use of Technology with digital equity and inclusion theories. The main data source was semi-structured interviews with a purposively selected group of 24 undergraduate students, and the data were analysed using reflexive thematic analysis to reveal behavioural, structural, and contextual influences on equal engagement.

Findings

LMSs offered students the flexibility to access learning materials and study at their own pace. Still, these advantages were not evenly shared. The main obstacles were poor internet connectivity, insufficient devices for students, a lack of digital skills among students, and a slow response from the institution. Students’ socio-economic status and the condition of the infrastructure influenced their ability to use the platform effectively, thereby affecting equal participation and learning opportunities.

Research limitations implications

The research was conducted at a single rural institution; hence, the findings could not be easily applied to other institutions. Therefore, it is recommended that future researchers conduct their studies across multiple locations and gather quantitative data to understand digital equity outcomes in different contexts better.

Practical implications

Digital strategies that promote digital equity must be adopted, such as installing better infrastructure, providing continuous digital literacy training for students and staff, and designing platforms that can cope with limited connectivity and low-spec devices.

Social implications

The research findings contribute to the discourse on social justice in African higher education by showing that inequity can be perpetuated through digital platforms when underlying structural barriers remain unaddressed.

Originality value

The study not only considered the technology adoption angle but also provided a digital equity perspective, thereby extending the analysis beyond individual acceptance to the systemic conditions that turn LMS use on or off in rural higher education.