Collaborative learning and social capital in contexts of digital inequality: Implications for more inclusive open, distance and e-learning

Collaborative online learning offers opportunities for knowledge sharing, peer support and participation in open, distance and e-learning (ODeL) environments. However, digital inequality often limits students’ access to technologies, connectivity and institutional support, requiring them to draw on both formal and informal learning networks. This article explores how collaborative learning contributes to the development of social capital among students studying at a South African ODeL institution. The study draws on a qualitative case study involving 22 students in an online module, using four focus groups and 12 individual interviews. An integrated conceptual framework comprising social capital theory, connectivism and heutagogy was used to examine how students navigate collaborative learning in contexts of digital inequality. The findings indicate that students developed both bonding and bridging social capital through participation in formal and informal learning networks. Bonding social capital emerged through trusted peer relationships that provided emotional and academic support, while bridging social capital expanded access to diverse perspectives and learning opportunities. Students synchronised institutional learning management systems with informal learning spaces and networks, including WhatsApp and face-to-face study groups, to overcome digital inequality and sustain collaborative learning. Collaborative networks also presented challenges, including unequal participation and exclusion. Contribution: By integrating social capital theory, connectivism and heutagogy, the study provides a richer explanation of how relationships, distributed learning networks, and learner autonomy support participation and inclusion. The findings highlight the value of recognising formal and informal learning networks as complementary learning spaces when designing more inclusive and contextually responsive ODeL environments.