Reading time:4 min read
Editorial: Bridging the Digital Divide: Can UI’s Virtual Lectures Truly Be Inclusive?
Adh-Dhikr Press Editorial Board
February 13, 2026The University of Ibadan's introduction of virtual lectures is a strategy designed to help freshers adjust to university life. Many new students come into the system without a clear understanding of how the university operates, and this often affects their academic performance in their first year. Virtual lectures are meant to expose students early to their courses, academic expectations, and learning methods, with the aim of reducing the frequency of failure common among freshers.
However, beyond the advantages, this initiative also presents several challenges that raise concerns about inclusiveness and the growing digital divide among students.
One major issue is that many students are often left in the dark on how to go about online classes. Some freshers do not even know the courses they are expected to take during the virtual lectures. In addition, they do not know their course mates, which makes it difficult to complain, ask questions, or reach out for help when they are confused. This limited interaction fosters isolation, especially for those who neither have mentors nor elders that can put them through.
Another challenge is the use of online lecture platforms. These apps require a certain level of digital literacy. Students who are not familiar with these platforms may struggle to navigate them. If a student does not know how to log in properly, mute or unmute their microphone, or use features such as the “raise hand” option, participating in lectures becomes difficult. This can lead to confusion during classes and distract both lecturers and students, thereby defeating the purpose of the virtual lectures.
Closely related to this is the issue of inadequate orientation. Many students are expected to figure out how these platforms work on their own. Without proper guidance or training, students with little or no prior exposure to online learning tools are placed at a disadvantage. This further deepens the digital divide between students who are technologically equipped and those who are not.
Network connectivity is another major concern. Students living in rural or less developed areas often experience poor or unstable internet connections, making it difficult to join live lectures or stay connected throughout the lectures. Even when they manage to join, frequent disconnections can affect their understanding of the lecture and reduce their motivation to participate.
The money factor also cannot be ruled out. Data subscription is expensive, and some students simply cannot afford it. Many freshers are already channeling limited financial resources into preparing for physical resumption, such as accommodation, textbooks, and other essential materials. For such students, spending money on data for virtual lectures becomes an added burden.
Despite these challenges, the advantages of virtual lectures are quite clear. Virtual classes help students become familiar with the courses they will be offering in school. In many cases, topics treated during the virtual lectures are taught again after resumption. This serves as a form of revision, giving students a head start and helping them prepare better for tests and examinations. As a result, students are more confident and better positioned to perform well academically.
If properly implemented, virtual lectures can improve students’ academic performance, increase the number of high-performing freshmen and help the university maintain its pride and reputation for producing high quality graduates in Nigeria. However, without deliberate efforts to address issues of digital literacy, network accessibility, affordability, and proper orientation, virtual lectures risk widening the digital divide rather than bridging it.
For UI’s virtual lecture initiative to be truly inclusive, all students must be carried along, regardless of their technical skills, location, or financial capacity. Only then can virtual learning achieve its intended goal of supporting freshers and promoting academic excellence.