Digital Divide Framework: Online Learning in Developing Countries during the COVID-19 Lockdown

Autor/inn/en	Mathrani, Anuradha; Sarvesh, Tarushikha; Umer, Rahila
Titel	Digital Divide Framework: Online Learning in Developing Countries during the COVID-19 Lockdown
Quelle	In: Globalisation, Societies and Education, 20 (2022) 5, S.625-640 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mathrani, Anuradha) ORCID (Sarvesh, Tarushikha) ORCID (Umer, Rahila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2021.1981253
Schlagwörter	Foreign Countries; Developing Nations; Electronic Learning; COVID-19; Pandemics; Access to Computers; Disadvantaged; Cultural Influences; Gender Differences; Anxiety; Educational Technology; College Students; Student Attitudes; Elementary School Students; Secondary School Students; Internet; Sex Role; India; Pakistan; Bangladesh; Nepal; Afghanistan + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Cultural influence; Kultureinfluss; Geschlechterkonflikt; Angst; Unterrichtsmedien; Collegestudent; Schülerverhalten; Sekundarschüler; Geschlechterrolle; Indien; Bangladesch
Abstract	This article showcases digital inequalities that came to the forefront for online learning during the COVID-19 lockdown across five developing countries, India, Pakistan, Bangladesh, Nepal and Afghanistan. Large sections of population in developing economies have limited access to basic digital services; this, in turn, restricts how digital media are being used in everyday lives. A digital divide framework encompassing three analytical perspectives, structure, cultural practices and agency, has been developed. Each perspective is influenced by five constructs, communities, time, location, social context and sites of practice. Community relates to gendered expectations, time refers to the lockdown period while locations are interleaved online classrooms and home spaces. Societal contexts influence aspects of online learning and how students engage within practice sites. We find structural issues are due to lack of digital media access and supporting services; further that female students are more often placed lower in the digital divide access scale. Cultural practices indicate gendered discriminatory rules, with female students reporting more stress due to added household responsibilities. This impacts learner agency and poses challenges for students in meaningfully maximising their learning outcomes. Our framework can inform policy-makers to plan initiatives for bridging digital divide and set up equitable gendered learning policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01