Barriers to e-Learning during Crisis: A Capital Theory Perspective on Academic Adversity

Autor/inn/en	Deng, Xuefei; Sun, Rui
Titel	Barriers to e-Learning during Crisis: A Capital Theory Perspective on Academic Adversity
Quelle	In: Journal of Information Systems Education, 33 (2022) 1, S.75-86 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Barriers; Electronic Learning; Emergency Programs; COVID-19; Pandemics; Resilience (Psychology); College Students; Minority Group Students; Distance Education; Cultural Capital; Human Capital; Social Capital; Access to Computers + Suchen Sie Ihr Suchwort? Hilfsprogramm; Collegestudent; Distance study; Distance learning; Fernunterricht; Humankapital; Sozialkapital
Abstract	The unprecedented coronavirus pandemic (COVID-19) presented new, daunting academic adversities to college students, especially those from underserved communities. This study provides a nuanced understanding of underserved students' adversities in online distance education, based on an in-depth analysis of narratives of 220 students from a minority-serving institution in the United States. Informed by the capital theory, the study revealed six major barriers to e-learning: technical, cultural, environmental, balance, social, and financial barriers, and identified new underlying dimensions. Moreover, the study found that technical barriers are often coupled with other types of barriers and underserved students are more likely to experience multiple learning barriers. A variance model of influencing factors was proposed for e-learning outcomes. The paper highlights new digital divide in e-learning and provides practical implications for educational institutions to support underserved students in overcoming academic adversities and building educational resilience. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01