Learning in Lockdown: Teaching Human Rights Practice During the COVID-19 pandemic

Area of Science:

• Education
• Law
• Sociology

Background:

• The COVID-19 pandemic necessitated a shift from traditional classroom instruction to online learning environments.
• This transition raised concerns about the equitable delivery of higher education and its alignment with human rights principles.

Purpose of the Study:

• To explore the impact of the shift to online instruction on students' equal access to higher education.
• To analyze student perceptions of online learning during the pandemic, focusing on factors affecting quality and fairness.
• To identify lessons learned and propose a human rights framework for successful online education.

Main Methods:

• Analysis of a university course on Human Rights and Digital Technology.
• Examination of the transition from in-person to online teaching during the COVID-19 pandemic.
• Survey of student perceptions regarding online learning experiences.

Main Results:

• Students reported a loss of equal access to higher education, with online learning exacerbating social and economic differences.
• Key factors affecting online education quality included lack of in-person feedback, unequal technology access, and compromised student attention.
• The study identified specific challenges that hindered the fairness and effectiveness of remote learning.

Conclusions:

• A human rights framework is essential for ensuring equitable access to higher education in online settings.
• Addressing technological disparities and maintaining student engagement are critical for successful online learning.
• Lessons learned can inform future pedagogical strategies to promote inclusivity and quality in digital education.