CHALLENGES AND OPPORTUNITIES FOR ACCESSING E-LEARNING IN DIGITALIZED PUBLIC SECONDARY SCHOOLS IN BUEA-CRM SOUTH WEST REGION OF CAMEROON
Abstract
This study examines the challenges and opportunities for accessing e-learning in digitalized public secondary schools in Buea-CRM. The research aims to investigate how infrastructural availability, institutional support, and digital competencies influence students’ and teachers’ engagement with e-learning platforms (van Dijk, 2020; UNESCO, 2021). A descriptive survey design is employed, involving students, teachers, and school administrators across selected digitalized public schools. Data are collected using structured questionnaires and semi-structured interviews and analyzed through descriptive statistics, with findings reported in percentages to illustrate patterns of access, device availability, digital skills, and institutional support (Creswell & Creswell, 2018). The results indicate that while most schools possess computer laboratories and students widely access smartphones, consistent use of e-learning platforms is limited due to unreliable internet connectivity, insufficient devices, minimal technical support, and uneven digital competencies (Traxler, 2018; Redecker, 2017). Opportunities for enhancing e-learning access include mobile device use, availability of digital learning resources, and administrative encouragement. The study concludes that improving e-learning engagement requires integrated strategies addressing infrastructure, capacity-building, and institutional support. These findings have significant implications for policymakers, school administrators, and educators in designing inclusive digital education policies that promote equitable access and improved learning outcomes (Selwyn, 2016; OECD, 2020). Future research should investigate the impact of e-learning access on academic performance and explore comparative strategies in other regional and cultural contexts.
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