Barriers to Digital Learning Participation in Open and Distance e-Learning Programmes in Lesotho
DOI:
https://doi.org/10.67903/ijroms0317Keywords:
Digital literacy, Higher education, Open and Distance e-Learning, Online learning barriers, Technological infrastructureAbstract
Despite the increasing adoption of Open and Distance e-Learning (ODeL) in higher education, students and educators in developing regions continue to face barriers that limit effective participation in online learning. Although previous studies have identified technological and financial challenges associated with ODeL, little is known about how multiple barriers interact and collectively influence participation in resource-constrained higher education contexts such as Lesotho. This study explored barriers to digital learning participation within ODeL programmes at a public Higher Education Institution (HEI) in Lesotho during the 2025–2026 academic year. A qualitative case study design was employed to gain an in-depth understanding of participants’ experiences. Data was generated through focus group discussions and semi-structured interviews with undergraduate students, instructors, programme coordinators, institutional leaders, and IT support staff. The data were analysed using thematic analysis. The findings revealed four interconnected barriers: financial, technological and infrastructural, institutional and administrative, and digital literacy and training barriers. Participants reported high internet data costs, limited access to digital devices, inadequate network coverage in rural areas, registration delays, and insufficient training opportunities. The findings further showed that these barriers reinforced one another, creating cumulative obstacles to participation. For example, delays in administrative and financial clearance restricted access to the Learning Management System, forcing students and instructors to rely on informal platforms such as WhatsApp for academic communication and learning support. The study concludes that equitable participation in ODeL requires addressing socioeconomic inequalities, improving digital infrastructure, streamlining administrative processes, and providing continuous digital literacy training. The findings offer practical insights for policymakers and higher education administrators seeking to strengthen inclusive and sustainable digital learning systems in Lesotho and similar resource-constrained contexts.
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