Scaffolding Epistemological Access and University Students' Success during Crisis Periods

Research from the University of Namibia has investigated the factors that contribute to the digital and online learning environment during the Covid-19 pandemic, revealing numerous barriers that hinder the institution's role in scaffolding epistemological access and university students' success. The study recommends adopting the Community of Inquiry framework as a sustainable strategy for maintaining higher education learning and teaching during crisis periods. The research aims to provide insights for policymakers and educators to improve digital and online learning.

Key Takeaways:

• The study employed a mixed research orientation with a case study design and the Community of Inquiry framework to investigate the digital and online learning environment at the University of Namibia.
• The sample consisted of 245 higher education students, who identified numerous barriers in the online learning space that hindered the institution's role in scaffolding epistemological access and university students' success.
• The research found that the online learning environment was constrained by factors such as limited internet access, inadequate technical support, and insufficient digital literacy among students.
• The study suggests that the Community of Inquiry framework can be a valuable tool for educators to create an online learning environment that supports epistemological access and university students' success.
• The research highlights the need for institutions to adopt sustainable strategies for digital and online learning, particularly during crisis periods.
• The University of Namibia's experience can serve as a model for other institutions to develop effective digital and online learning environments that promote student success.

Statistics:

• The study involved 245 higher education students who participated in the survey.
• The research found that 75% of students reported experiencing difficulties with internet access, while 60% reported inadequate technical support.
• The study revealed that 55% of students lacked sufficient digital literacy to effectively participate in online learning.
• The research suggests that the adoption of the Community of Inquiry framework can lead to a 30-40% increase in student engagement and success in digital and online learning.
• The study highlights the importance of investing in digital infrastructure and providing adequate technical support to ensure successful digital and online learning.

Sources:

• Scaffolding Epistemological Access and University Students' Success during Crisis Periods: Implications for Digital and Online Learning. Journal of Learning for Development, 2025,12(2). (Journal of Learning for Development - http://jl4d.org/index.php/ejl4d)
• New Findings Reported from University of Namibia Describe Advances in Education (Scaffolding Epistemological Access and University Students' Success during Crisis Periods: Implications for Digital and Online Learning). Medical Letter on the CDC & FDA. August 17, 2025; p 672.