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| Autor/in | Howard, Rachelle Una |
|---|---|
| Titel | Digital Divide and Inequality in Learning Following the Outbreak of COVID-19 |
| Quelle | (2022), (126 Seiten)
PDF als Volltext Ed.D. Dissertation, Gwynedd Mercy University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-9779-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Community College Students; Access to Computers; Disadvantaged; COVID-19; Pandemics; Equal Education; Electronic Learning; Distance Education; Emergency Programs; Academic Achievement; Achievement Gap; Relationship; Grades (Scholastic); Socioeconomic Background; Student Characteristics; Academic Failure; Withdrawal (Education) |
| Abstract | The problem that was addressed in this study was the digital divide in virtual learning following the outbreak of COVID-19. The outbreak of COVID-19 made the problem of digital divide worse, which gave some students an unfair advantage over others with relation to remote learning. The purpose of this quantitative correlational study was to investigate whether a divide in access to technology and virtual learning following the outbreak of COVID-19 has made some students potentially more successful academically than others. This study assessed the impact of an independent variable (i.e., access to technology) and dependent variables (i.e., socioeconomic background and academic outcomes such as GPA, number of classes failed, and number of classes dropped). The researcher worked with a community college in Pennsylvania with a sample of 88 currently enrolled students. The results from this study indicated that there was a relationship between access to technology and academic grades during 2020-21 academic year. In addition, the results showed that there was a relationship between access to technology and socioeconomic background during 2020-21 academic year. Furthermore, the results proved that there was a relationship between access to technology and number of classes failed in distance learning as a result of COVID-19 during 2020-21 academic year. Lastly, the results provided evidence that there was a relationship between access to technology and number of classes dropped in distance learning as a result of COVID-19 during 2020-21 academic year. As the findings from this study highlighted, access to technology does have an impact on academic success of the student. There is still a lot more that needs to be done to tackle this issue, however, offering resources to students and funding to community colleges could be a step in the right direction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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