000			01940nam a22002777a 4500
003			ZW-GwMSU
005			20210429144433.0
008			210429b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100	1		_aJohnson,Zena _eauthor
245	1	0	_aPerceptions of early adolescent Setswana-speaking learners of respect in the educator-learner relationship/ _cZena Johnson
264			_aPretoria: _bUnisa Press and Routledge, _c2018.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 15 , number 1 ,
520			_aConsidering the importance of digital skills in university education, this article reports on a study which examined access to technology among first year students at a rural South African university. The study focused on the digital readiness of students prior to their admission to the university, since many universities provide access to computers and the internet. The survey of 156 first year students revealed that 73 per cent of the students had no access to computers at their high schools and 82 per cent of students from rural high schools had no computer access and internet at their schools. Most students from rural areas used a computer for the first time when they were 19 years and older. Many students gained access to computers and the internet for the first time at the university. As a result, they enter the university digitally disadvantaged. Solutions that involve initiatives to provide access to technology are required in addition to digital literacy for educators at high schools.
650	4		_aDigitally disadvantaged
650	4		_aDigital inequality
650	4		_aRural university
700	1		_aJacobs, Susanne _eauthor
700	1		_aSchalkwyk, Izanette van _eauthor
856			_uhttps://doi.org/10.1080/18146627.2016.1264866
942			_2lcc _cJA
999			_c156835 _d156835