Scaffolding Epistemological Access and University Students’ Success during Crisis Periods: Implications for Digital and Online Learning

Abstract

This study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods.