Crossing the digital divide safely and trustingly: how ecologies of learning scaffold the journey

Henning, Elizabeth; Westhuizen, Duan van der

doi:10.1016/j.compedu.2003.08.006

Cited by 16 publications

(11 citation statements)

References 9 publications

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“…These findings suggest that indeed, as Joiner et al (2006) point out, that one should acknowledge that technologies arise in the context of existing social relations, but also that this does not necessarily mean a reproduction of these forms of relationships. Traditionally, studies suggested that higher educated parents may tend to support and encourage their children more in computer use (Looker & Thiessen 2003;Jung et al 2005) and in other cases social support was narrowed down to peer support (Henning & Van der Westhuizen 2004). Our study suggests more reciprocal and less reproductive influences: individuals without PC experience very often live in an environment that has this experience and children may very well support and encourage their parents.…”

Section: Discussionmentioning

confidence: 58%

“…Traditionally, studies suggested that higher educated parents may tend to support and encourage their children more in computer use (Looker & Thiessen 2003; Jung et al . 2005) and in other cases social support was narrowed down to peer support (Henning & Van der Westhuizen 2004). Our study suggests more reciprocal and less reproductive influences: individuals without PC experience very often live in an environment that has this experience and children may very well support and encourage their parents.…”

Section: Discussionmentioning

confidence: 99%

“…A study of transnational families shows how gender and age barriers disappear in the face of strong motivation; in this case, parents wishing to communicate with their children when they are overseas (Wilding 2006). Recent studies point to the crucial role of social support by peers (Henning & Van der Westhuizen 2004), by parents and especially mothers (Jung et al 2005) or by the Internet community itself (Hlebec et al 2006). The importance of the larger context is also illustrated by older research in Romania, showing no gender gap, even when women reported limited access or computer experience (Durndell et al 1997).…”

Section: Introductionmentioning

confidence: 99%

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E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

Vandenbroeck

Verschelden

Boonaert

2007

Computer Assisted Learning

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The literature seems to suggest that women may be at risk from being excluded from adult education programmes, which use e-learning, especially when they have low economic status. Based on a survey of 551 women, family day care providers, we conclude that there is a persistent divide in PC access and use, as well as in perceived PC skills according to age. Yet, this divide seems to run less along traditional lines, suggesting that personal factors play a more important role. Motivation and anxiety are two related but distinct personal factors that influence computer use and skills in this population. We also found that these factors are mediated by the family context: motivation is higher when (young) children are present in the family. Moreover, children may represent an important form of social support for women not yet using computers. This study concludes that the concerns about the gender gap in computer use may benefit from taking the scaffolding possibilities of the family into consideration and that there may be a case for growing optimism in the use of information and communication technology for adult learning in specific, gender-segregated professions with low status

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Section: Discussionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

Vandenbroeck

Verschelden

Boonaert

2007

Computer Assisted Learning

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“…Both researchers and practitioners stress that students with social background that is characterized by poor/ or limited social economic opportunities are likely to suffer from limited computer and internet access (Gorski, 2003), and feel fear about being excluded from the ICT supported learning process (Clarke, 2002). The situation makes scholars and policy makers across the world explore the ways and tools to overcome learners digital divide (Aguinaldo, 2013;Gorsk,i 2003;Henning and Westhuizen, 2004;Odunayo, 2013;Slate et al, 2002;Solomon et al, 2003). Special emphasis is laid on possible ways to enhance technology-based social connectivity for educational purposes (Nissenbaum, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Students attitude to cloud-based learning in university diverse environment: a case of Russia

Atabekova¹,

Gorbatenko²,

Chilingaryan³

2015

Educ. Res. Rev.

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The paper explores the ways how Russian students with different social background view the cloudbased foreign language learning. The empirical data was collected through questionnaires and in-depth interviews of students from metropolitan and regional universities, taking into account the students' family incomes, ethnic and religious affiliation. Quantative and qualitative methods were combined to interpret the survey results. Statistical Package for the Social Science (SPSS) was used to process statistic data. The paper reveals the issues the students feel sensitive about. The research findings lead to the conclusion that it is the students' family background in terms of metropolitan or remote region origin and income level that most affect their positive/negative attitude and also the degree of aptitude to cloud-based learning. The research findings aim to contribute to better understanding of the issues regarding the overall cloud-based course design and implementation.

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“…There are other issues to consider in the use of learning technologies. The use of technology in education may be inappropriate for conventional pedagogical approaches of information transfer and high stakes assessment [Lewin et al 2003], and the social context of education is more important than the technology or the curriculum [Henning and Westhuizen 2004]. So even if ICT is used to reduce time and place barriers, students accessing resources from home, and limiting their presence on campus, will miss out on the benefits associated with face-to-face learning, and the learning in meaningful contexts espoused by Bruner [1960].…”

Section: E-learningmentioning

confidence: 99%

E-Learning and the Digital Divide: Perpetuating Cultural and Socio-Economic Elitism in Higher Education

Sims¹,

Vidgen²,

Powell³

2008

CAIS

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Education is often seen as a route to full participation in society, and widening participation in education and lifelong learning as a way of including those who are currently excluded from many of the benefits of society. The use of learning technology (e-learning) is perceived by national governments, the European Union (EU), and academic institutions as a means of widening participation in higher education by enabling participation by nontraditional students. E-learning is perceived as lowering barriers of time and place to enable nontraditional students to attend campus-based education while accessing resources at a time and place of their choosing. Yet, there is dissonance between the espoused belief of governments the EU and academic institutions, in e-learning as a means of widening participation, and the reality of e-learning implementation. The digital divide refers to the gap between those who have access to the information technology, and those who do not. This research finds that the digital divide is not adequately addressed by higher education institutions, with some students financially unable to afford technology and broadband access, others lack the skills to engage with learning technology, and some are culturally less able to benefit from technological enrichment. It also finds gender and generational differences disenfranchising some students. In order to address this situation it will be necessary to first acknowledge that the problem exists.

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Crossing the digital divide safely and trustingly: how ecologies of learning scaffold the journey

Cited by 16 publications

References 9 publications

E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

E‐learning in a low‐status female profession: the role of motivation, anxiety and social support in the learning divide

Students attitude to cloud-based learning in university diverse environment: a case of Russia

E-Learning and the Digital Divide: Perpetuating Cultural and Socio-Economic Elitism in Higher Education

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