Paper short abstract:

The COVID-19 pandemic though initially thought of as a great equalizer, exposed and further deepened inequalities of different forms. Differentiated access to remote learning resources due to socioeconomic status and locality had profound effects on the ability keep learning at home.

Paper long abstract:

At the onset of the COVID 19 pandemic, many scholars and commentators characterized it as the great equalizer as it afflicted both the poor and powerless as well as the rich and powerful in the same manner. The short- and long-term ramifications of the pandemic have, however, pointed to a further deepening of inequalities in almost all societies. This is especially so in the case of the transition to remote learning (synchronous, asynchronous, and hybrid) to facilitate continued teaching and learning. This paper examines the influence of socio-economic factors on access and use of learning resources in the wake of the sudden shift to remote learning. Through a concurrent convergent mixed method design, data was collected from 778 respondents and participants in the Greater Accra and Greater Tamale area. We found that a variety of remote platforms were used to facilitate continued learning. These include, TV/Radio, synchronous, asynchronous and non-synchronous platforms as well as home schooling. A clear and positive relationship was shown between socio-economic status and the sophistication of remote platform used. Access to internet, computer and other internet enabled gadgets curtailed access to internet based platforms. Teacher preparedness to properly use the platforms was shown to be low especially among public school teachers. Resourcing schools to be ICT and technology enabled as well as training teachers is vital.