The Digital Divide among College Students: Lessons Learned from the COVID-19 Emergency Transition. Policy Report

Autor/inn/en	Jaggars, Shanna S.; Motz, Benjamin A.; Rivera, Marcos D.; Heckler, Andrew; Quick, Joshua D.; Hance, Elizabeth A.; Karwisch, Caroline
Institution	Midwestern Higher Education Compact
Titel	The Digital Divide among College Students: Lessons Learned from the COVID-19 Emergency Transition. Policy Report
Quelle	(2021), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Computers; Disadvantaged; Internet; College Students; COVID-19; Pandemics; Distance Education; Online Courses; Educational Technology; Electronic Learning; Success; Correlation; Student Needs; Racial Differences; Ethnicity; Family Income; Socioeconomic Status; Rural Areas; Suburbs; Urban Areas; Place of Residence; Barriers; Student Attitudes; State Policy; Indiana; Ohio + Suchen Sie Ihr Suchwort? Collegestudent; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Erfolg; Korrelation; Rassenunterschied; Ethnizität; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Rural area; Ländlicher Raum; Einzugsbereich; Urban area; Stadtregion; Wohnort; Schülerverhalten
Abstract	This report examines the meaning and impact of the digital divide -- the gap between those who can and cannot access the Internet -- on college students during the COVID-19 emergency shift to remote learning. The assessment is based on several national surveys conducted in the spring or summer of 2020, as well as results from a large-scale survey the authors conducted at Indiana University and The Ohio State University during the same time period. Key findings reveal the prevalence of inadequate technology, the relationship between inadequate technology and student success, and college and state approaches to supporting students with inadequate technology during the emergency transition. [At Indiana University, this research was sponsored by Schmidt Futures and by the Office of the Vice President for Research at Indiana University. At Ohio State, this research was supported by the Office of Student Academic Success, the Office of Student Life, and the Drake Institute for Teaching and Learning.] (ERIC).
Anmerkungen	Midwestern Higher Education Compact. 1300 South Second Street Suite 130, Minneapolis, MN 55454-1079. Tel: 612-626-8288; Fax: 612-626-8290; e-mail: mhec@mhec.org; Web site: http://www.mhec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01