ABSTRACT
This study evaluated students’ digital education experiences in higher institutions of learning in developing countries of Africa with a focus on Ghana and Nigeria’s experiences during the COVID-19 era. Reports from various countries in developing countries revealed students’ helplessness as they struggled to adjust to e-learning as a new normal. The chapter relied on Heider’s (1958) attribution theory as a theoretical framework. The chapter sought to investigate the loci of attributions for the perceived failure of digital education during the COVID-19 pandemic as revealed in the studies evaluated for the purpose of this review exercise. A careful assessment of these studies, revealed that digital education during COVID-19 pandemic in developing countries of Africa, specifically in Ghana and Nigeria was fraught with lack of internet accessibility, high cost of data, lack of preparation of institutions, lack of infrastructure, poor power supply, paucity of funds, lack of prior knowledge orientation, policy issues, social variables, low motivations among others. The stability and controllability of these attributions were carefully examined. Therefore, this effort recommended that governments of developing countries should strategize on how to stabilize digital education so as to catch up with developed countries that are already ahead in terms of 86digitalization. Students of higher institutions of learning were also advised to be determined to adapt to digital education as a new normal.
