Prior to Covid-19, universities around the world were investing considerable amounts of money to create information technology resources that were able to meet the needs of students and faculties to create online learning opportunities. A mixture of the tools and processes involved in delivering educational needs by using computers, electronic resources and technologies can be used to define as Information Technology in education. (Ball and Levy, 2008; Roblyer, 2006).
Many universities encouraged their faculties to adopt the new technologies for preparation and delivery of classes, but this has been largely only taken up by the “innovators” and mostly optional. Online learning opportunities by universities can prepare students for a digital world by allowing them to involve the use of Information Technology resources to do their projects and learning. Activities and resources that use technology can help students become active partners in the learning process. (Roblyer, 2006).
Change is difficult at the best of times. It is reasonable to say that most people, at all levels in society, will readily admit to wanting a few things in their daily lives to remain the same from year to year or even month to month. The pandemic has forced educators to adjust and accommodate new ways of working and adapt to using technology. However, in some cases efforts are often limited by both external (first-order) and internal (second order) barriers, as grouped by Ertmer (1999). Extrinsic barriers such as lack of access to computers and software, not enough time to plan, lack of technical and administrative support are described as first order barriers. Intrinsic barriers are based on beliefs about teaching, beliefs about computers, established classroom practices, and unwillingness to change. Providing additional resources, training, expert advice (Decherney and Levander, 2020; Mosley, 2020) and financial support can remove first order barriers.
Second order barriers are more difficult to remove as to do so requires challenging one’s belief systems and established practices. The rapid move to emergency delivery of teaching impacted on second order barriers further with little time/forewarning to ensure staff had the appropriate resources (additionally impacted by supply chain issues) and appropriate professional development. Individual belief systems have had to be put aside, and staff have had little choice but to engage with technology.
A study on virtual versus physical classrooms conducted by Arbaugh (2000) found that it was more problematic for participants to interact in a virtual course and suggested appropriate software, training, and course design should be given to students and teachers to help overcome difficulties (Dede, 1991; Fussell & Benimoff, 1995; Frost and Fukami, 1997, cited in Arbaugh, 2000, p.14.
It appears that appropriate training facilitates acceptance and adoption of virtual classrooms. As educators become digitally fluent this training requirement may reduce.
Although most teachers today are quick to recognise the importance of using technology in their classrooms (Roblyer, 1993), numerous barriers can block their efforts. Chizmar and Williams (2001) reported that three major barriers to adoption of instructional technology were institutional support, lack of financial support, and lack of time to learn new technologies. The latter has certainly been the case for adopting technology during the Covid-19 pandemic.
As this is the first time a situation like this has occurred there have been many criticisms from various sources. The sudden shift to online being referred to as online learning when largely it is not – it is emergency delivery at best and the focus needs to shift to online learning. (Hill and Moore, 2020; Mosley, 2020).
The issue of tuition fees in times of Covid-19 has been raised. There has been unwillingness from students to continue to pay the same fee as for face-to-face lecturing, which suggests that online learning is perceived as somehow not providing the same value for money. The UK minister of state responsible for the higher education sector has said universities can still charge full tuition fees even if courses are delivered online “if the quality is there” (Stubley, 2020). However, only around 20 universities are in a good position to provide a range of high-quality online courses by the start of the new academic year in September, according to Prof Sir Tim O’Shea, the former vice-chancellor of Edinburgh University (Batty and Hall, 2020). This may cause further problems and criticisms where online education works better in some academic areas than others. Laboratory or studio work present greater challenges than classroom-based subjects which could be somewhat replicated.
Although the current crisis is accelerating digital transformation for those who have access to digital resources, it is excluding those who are from deprived areas from learning during the pandemic thus increasing digital inequality. A survey carried out with 1,800 respondents by the Educational Institute of Scotland (EIS) Further Education Lecturers’ Association (FELA) identified two main types of issues that were disadvantaging students amongst their peers: lack of ICT facilities and a dearth of broadband access (Belgutay, 2020). The survey showed around 10 per cent of students indicated they did not have access to broadband internet at home. Plans by the UK government are being introduced to temporarily provide laptops and 4G routers as a response to this digital inequality. However, this serves to emphasise a broader issue of digital exclusion “which may impact children’s learning”. (Horrocks, 2020).
Technology Adoption in HE 