Digital inequalities and their impact on distance education: The case of Ibn Zohr university students – Morocco

Year 2024, , 1 - 17, 30.06.2024

Mohamed Arhal

https://doi.org/10.55993/hegp.1394593

Abstract

The period of quarantine, which was due to the global health crisis caused by the Covid 19 virus, constituted a laboratory to form, strengthen, and deepen the degree of digital inequality. This situation dictated the need to move from adopting the face-to-face education pattern to ‘‘digital education’’. For this purpose, we proceeded by asking the following question: Do digital inequalities affect the degree of benefit from distance education? In this context, we assume that the level of digital inequalities affects the benefits of digital education that will be obtained by university students. We start from a sample of Ibn Zohr university students (59). In short, the research findings allow us to conclude that the degree of benefit from distance education (distance lectures) is affected positively by four main variables. The results indicate that the place of residence of students is affected by the degree of Internet access, and subsequently the degree of access to distance education. Furthermore, the availability of scholarship has an impact on the degree of access to distance education. Also, The Internet weakness often causes technical problems, which affects the degree of benefit from distance education.

Keywords

Digital inequalities, Distance education, Digital skills, 21st century skills, Covid-19

Ethical Statement

The authors have no potential conflict of interest regarding research, authorship, or publication of this article.

References

• Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning : The challenges and opportunities. Interactive Learning Environments, 31(2), 863 875. https://doi.org/10.1080/10494820.2020.1813180
• Aiston, S. J., & Walraven, G. (2024). A re-view of educational inequalities. Educational Review, 76(1), 1 12. https://doi.org/10.1080/00131911.2023.2286849
• Akhasbi, H., Belghini, N., Riyami, B., Cherrak, O., & Bouassam, H. (2022). Moroccan Higher Education at Confinement and Post Confinement Period : Review on the Experience. In B. Csapó & J. Uhomoibhi (Éds.), Computer Supported Education (p. 130 164). Springer International Publishing. https://doi.org/10.1007/978-3-031-14756-2_8
• Ala-Mutka, Y. P. (2008). Future Learning Spaces : New ways of learning and new digital skills to learn. Nordic Journal of Digital Literacy, 2(4), 210 225. https://doi.org/10.18261/ISSN1891-943X-2007-04-02
• Andrés, L., Cuberes, D., Diouf, M., & Serebrisky, T. (2010). The diffusion of the Internet : A cross-country analysis. Telecommunications Policy, 34(5), 323 340. https://doi.org/10.1016/j.telpol.2010.01.003
• Asher, S. (2021). COVID-19, Distance Learning, and the Digital Divide : A Comparative Study of Higher Education Institutions in the US and Pakistan. International Journal of Multicultural Education, 23(3), 112 133.
• Berg-Sørensen, A., Holtug, N., & Lippert-Rasmussen, K. (2010). Essentialism vs. Constructivism : Introduction. Distinktion: Journal of Social Theory, 11(1), 39 45. https://doi.org/10.1080/1600910X.2010.9672754
• Billon, M., Marco, R., & Lera-Lopez, F. (2009). Disparities in ICT adoption : A multidimensional approach to study the cross-country digital divide. Telecommunications Policy, 33(10), 596 610. https://doi.org/10.1016/j.telpol.2009.08.006
• Bonfadelli, H. (2002). The Internet and Knowledge Gaps : A Theoretical and Empirical Investigation. European Journal of Communication, 17(1), 65 84. https://doi.org/10.1177/0267323102017001607
• Bordoni, C. (2016). Introduction to Zygmunt Bauman. Revue internationale de philosophie, 277(3), 281 289. https://doi.org/10.3917/rip.277.0281
• Brooks, R., McCormack, M., & Bhopal, K. (2013). Contemporary Debates in the Sociology of Education : An Introduction. In R. Brooks, M. McCormack, & K. Bhopal (Éds.), Contemporary Debates in the Sociology of Education (p. 1 18). Palgrave Macmillan UK. https://doi.org/10.1057/9781137269881_1
• Büchi, M., Just, N., & Latzer, M. (2016). Modeling the second-level digital divide : A five-country study of social differences in Internet use. New Media & Society, 18(11), 2703 2722. https://doi.org/10.1177/1461444815604154
• Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93 97. https://doi.org/10.1016/j.geosus.2020.05.001
• Calderón Gómez, D., Ragnedda, M., & Laura Ruiu, M. (2022). Digital practices across the UK population : The influence of socio-economic and techno-social variables in the use of the Internet. European Journal of Communication, 37(3), 284 311. https://doi.org/10.1177/02673231211046785
• Castells, M. (2006). The network society: from knowledge to policy’ in M. Castells and G. Cardoso (eds), The network society (Washington DC: John Hopkins Centre for Transatlantic Relations), pp. 3–22.
• Chytrý, V., Kubiatko, M., Šindelářová, R., & Medová, J. (2022). Socioeconomic Status of University Students as a Limiting Factor for Various Forms of Distance Education during COVID-19 Measures. Sustainability, 14(10), Article 10. https://doi.org/10.3390/su14105898
• Elfirdoussi, S., Lachgar, M., Kabaili, H., Rochdi, A., Goujdami, D., & El Firdoussi, L. (2020). Assessing Distance Learning in Higher Education during the COVID-19 Pandemic. Education Research International, 2020, 1 13. https://doi.org/10.1155/2020/8890633
• Eszter, H. (2021). Handbook of Digital Inequality. Edward Elgar Publishing.
• Ferrante, P., Williams, F., Büchner, F., Kiesewetter, S., Chitsauko Muyambi, G., Uleanya, C., & Utterberg Modén, M. (2023). In/equalities in digital education policy – sociotechnical imaginaries from three world regions. Learning, Media and Technology, 0(0), 1 11. https://doi.org/10.1080/17439884.2023.2237870
• Georges, F. (2011). L’identité numérique sous emprise culturelle. De l’expression de soi à sa standardisation. Les Cahiers du numérique, 7(1), 31 48.
• Göksu, İ., Ergün, N., Özkan, Z., & Sakız, H. (2021). Distance education amid a pandemic : Which psycho-demographic variables affect students in higher education? Journal of Computer Assisted Learning, 37(6), 1539 1552. https://doi.org/10.1111/jcal.12544
• Gonzales, A. (2016). The contemporary US digital divide : From initial access to technology maintenance. Information, Communication & Society, 19(2), 234 248. https://doi.org/10.1080/1369118X.2015.1050438
• Greenhow, C., Lewin, C., & Staudt Willet, K. B. (2023). Teachers without borders : Professional learning spanning social media, place, and time. Learning, Media and Technology, 48(4), 666 684. https://doi.org/10.1080/17439884.2023.2209326
• Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education : A review. Sustainable Operations and Computers, 3, 275 285. https://doi.org/10.1016/j.susoc.2022.05.004
• Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education : A review. Sustainable Operations and Computers, 3, 275 285. https://doi.org/10.1016/j.susoc.2022.05.004
• Higgins, S. (2014). Critical thinking for 21st-century education : A cyber-tooth curriculum? Prospects, 44(4), 559 574.
• Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning.
• Horvath, K., & Steinberg, M. (2023). Social classification and the changing boundaries of learning. A neopragmatic perspective on social sorting in digital education. Learning, Media and Technology, 48(4), 566 580. https://doi.org/10.1080/17439884.2023.2219900
• Howe, E. R., & Watson, G. C. (2021). Finding Our Way Through a Pandemic : Teaching in Alternate Modes of Delivery. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.661513
• Iñiguez-Berrozpe, T., & Boeren, E. (2020). Twenty-first century skills for all : Adults and problem solving in technology rich environments. Technology, Knowledge and Learning, 25, 929 951.
• Jena, P. K. (2020). Online Learning During Lockdown Period For Covid-19 In India. OSF. https://doi.org/10.31235/osf.io/qu38b
• Mathrani, A., Sarvesh, T., & Umer, R. (2022). Digital divide framework : Online learning in developing countries during the COVID-19 lockdown. Globalisation, Societies and Education, 20(5), 625 640.
• McHugh, M. L. (2013). The chi-square test of independence. Biochemia medica, 23(2), 143 149.
• Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning : A meta-analysis and review of online learning studies.
• Muijs, D. (2011). Doing Quantitative Research in Education with SPSS. SAGE Publications Ltd. https://doi.org/10.4135/9781446287989
• Mutsvairo, B., & Ragnedda, M. (2019). Mapping the digital divide in Africa : A mediated analysis. Amsterdam University Press.
• Ndibalema, P. (2020). Unlocking the Potential of ICT for Transformative Learning among Youth : A Path to 21st Century Competencies. Journal of Educational Technology and Online Learning, 3(3), 245 271.
• Ndibalema, P. (2022). Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries : A systematic review. E-Learning and Digital Media, 19(6), 595 618. https://doi.org/10.1177/20427530221107510
• Nehring, J. H., Charner-Laird, M., & Szczesiul, S. A. (2019). Redefining Excellence : Teaching in Transition, From Test Performance to 21st Century Skills. NASSP Bulletin, 103(1), 5 31. https://doi.org/10.1177/0192636519830772
• Neubert, J. C., Mainert, J., Kretzschmar, A., & Greiff, S. (2015). The Assessment of 21st Century Skills in Industrial and Organizational Psychology : Complex and Collaborative Problem Solving. Industrial and Organizational Psychology, 8(2), 238 268. https://doi.org/10.1017/iop.2015.14
• Noss, R. (2012). 21st Century Learning for 21st Century Skills : What Does It Mean, and How Do We Do It? In A. Ravenscroft, S. Lindstaedt, C. D. Kloos, & D. Hernández-Leo (Éds.), 21st Century Learning for 21st Century Skills (p. 3 5). Springer. https://doi.org/10.1007/978-3-642-33263-0_1
• Oldham, G. R., & Da Silva, N. (2015). The impact of digital technology on the generation and implementation of creative ideas in the workplace. Computers in Human Behavior, 42, 5 11. https://doi.org/10.1016/j.chb.2013.10.041
• Oliveira, A. E. F., França, R. M., Castro Júnior, E. F., Baesse, D. C. L., Maia, M. F. L., & Ferreira, E. B. (2015). The Use of Applications in Distance Education Specialization Course as a Support Tool for Students Living in Remote Areas Without Internet. Studies in Health Technology and Informatics, 216, 847 851.
• Orton-Johnson, K., & Prior, N. (2013). Digital sociology : Critical perspectives. Springer.
• Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of covid-19 on learning - the perspective of the Ghanaian student. https://doi.org/10.5281/ZENODO.3753586
• Palese, E. (2013). Zygmunt Bauman. Individual and society in the liquid modernity. SpringerPlus, 2(1), 191. https://doi.org/10.1186/2193-1801-2-191
• Papadopoulos, N., & Cleveland, M. (2023). An international and cross-cultural perspective on ‘the wired consumer’ : The digital divide and device difference dilemmas. Journal of Business Research, 156, 113473. https://doi.org/10.1016/j.jbusres.2022.113473
• Park, S. (2017). Digital Capital. London : Palagrave Macmillan.
• Parti, K., & Szigeti, A. (2021). The Future of Interdisciplinary Research in the Digital Era : Obstacles and Perspectives of Collaboration in Social and Data Sciences - An Empirical Study. Cogent Social Sciences, 7(1), 1970880. https://doi.org/10.1080/23311886.2021.1970880
• Petersen, F., Baker, A., Pather, S., & Tucker, W. D. (2020). Impact of Socio-Demographic Factors on the Acceptance of Information Communication and Technology (ICT) for Diabetes Self-care. In M. Hattingh, M. Matthee, H. Smuts, I. Pappas, Y. K. Dwivedi, & M. Mäntymäki (Éds.), Responsible Design, Implementation and Use of Information and Communication Technology (p. 73 83). Springer International Publishing. https://doi.org/10.1007/978-3-030-45002-1_7
• Rof, A., Bikfalvi, A., & Marques, P. (2022). Pandemic-accelerated Digital Transformation of a Born Digital Higher Education Institution : Towards a Customized Multimode Learning Strategy. Educational Technology & Society, 25(1), 124 141.
• Romli, M. H., Wan Yunus, F., Cheema, M. S., Abdul Hamid, H., Mehat, M. Z., Md Hashim, N. F., Foong, C. C., Hong, W.-H., & Jaafar, M. H. (2022). A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia. Medical Science Educator, 32(3), 657 677. https://doi.org/10.1007/s40670-022-01564-3
• Scherer, R., & Siddiq, F. (2019). The relation between students’ socioeconomic status and ICT literacy : Findings from a meta-analysis. Computers & Education, 138, 13 32. https://doi.org/10.1016/j.compedu.2019.04.011
• Schulze, J., Schultze, M., West, S. G., & Krumm, S. (2017). The Knowledge, Skills, Abilities, and Other Characteristics Required for Face-to-Face Versus Computer-Mediated Communication : Similar or Distinct Constructs? Journal of Business and Psychology, 32(3), 283 300. https://doi.org/10.1007/s10869-016-9465-6
• Srinuan, C., & Bohlin, E. (2011). Understanding the digital divide : A literature survey and ways forward. https://www.econstor.eu/handle/10419/52191
• Strielkowski, W. (2020). COVID-19 Pandemic and the Digital Revolution in Academia and Higher Education (2020040290). Preprints. https://doi.org/10.20944/preprints202004.0290.v1
• Tulinayo, F. P., Ssentume, P., & Najjuma, R. (2018). Digital technologies in resource constrained higher institutions of learning : A study on students’ acceptance and usability. International Journal of Educational Technology in Higher Education, 15(1), 36. https://doi.org/10.1186/s41239-018-0117-y
• Unger, S., & Meiran, W. (2020). Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020 : Distance Learning in a Time of Social Distance. International Journal of Technology in Education and Science, 4(4), 256 266. https://doi.org/10.46328/ijtes.v4i4.107
• Väätäjä, J. O., & Ruokamo, H. (2021). Conceptualizing dimensions and a model for digital pedagogy. Journal of Pacific Rim Psychology, 15, 1834490921995395. https://doi.org/10.1177/1834490921995395
• van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences : Exploring dimensions for new curricula. The Curriculum Journal, 29(1), 116 133. https://doi.org/10.1080/09585176.2017.1369136
• van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022a). The digital divide in online education : Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100
• van de Werfhorst, H. G., Kessenich, E., & Geven, S. (2022b). The digital divide in online education : Inequality in digital readiness of students and schools. Computers and Education Open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100
• van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2009). Using the Internet : Skill related problems in users’ online behavior. Interacting with Computers, 21(5 6), 393 402. https://doi.org/10.1016/j.intcom.2009.06.005
• van Deursen, A. J., & van Dijk, J. A. (2019). The first-level digital divide shifts from inequalities in physical access to inequalities in material access. New Media & Society, 21(2), 354 375. https://doi.org/10.1177/1461444818797082
• van Dijk, J. A. G. M. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4), 221 235. https://doi.org/10.1016/j.poetic.2006.05.004
• van Dijk, J., & Hacker, K. (2003). The Digital Divide as a Complex and Dynamic Phenomenon. The Information Society, 19(4), 315 326. https://doi.org/10.1080/01972240309487
• van Dijk, J., & Hacker, K. (2003). The Digital Divide as a Complex and Dynamic Phenomenon. The Information Society, 19(4), 315 326. https://doi.org/10.1080/01972240309487
• van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2019). Determinants of 21st-century digital skills : A large-scale survey among working professionals. Computers in Human Behavior, 100, 93 104. https://doi.org/10.1016/j.chb.2019.06.017
• Várallyai, L., Herdon, M., & Botos, S. (2015). Statistical Analyses of Digital Divide Factors. Procedia Economics and Finance, 19, 364 372. https://doi.org/10.1016/S2212-5671(15)00037-4
• Vitral Rezende, S. (2023). The opportunity to learn during the COVID-19 pandemic : Social inequalities and the digital divide in Brazil. International Journal of Educational Development, 103, 102897. https://doi.org/10.1016/j.ijedudev.2023.102897
• Warschauer, M. (2002). Reconceptualizing the Digital Divide. First Monday. https://doi.org/10.5210/fm.v7i7.967
• Yanguas, M. L. (2020). Technology and educational choices : Evidence from a one-laptop-per-child program. Economics of Education Review, 76, 101984. https://doi.org/10.1016/j.econedurev.2020.101984