The disconnected: COVID-19 and disparities in access to quality broadband for higher education students

Abstract

The COVID-19 pandemic forced many higher education institutions (HEIs) across the world to cancel face-to-face teaching, close campus facilities, and displace staff and students to work and learn from home. Given the persistent nature of the pandemic, many HEIs have continued to deliver courses online and/or use a blended learning approach. However, there are concerns around differences in student access to digital learning resources while at home, including high quality broadband connectivity. This is important, since variation in connectivity may impact the type of online/blended model that faculty can deliver or constrain student engagement with online content. In this context, this paper combines national data on the domiciles of students enrolled in Irish HEIs with detailed spatial data on broadband coverage to estimate the number of higher education students ‘at risk’ of poor access to high quality internet connectivity. Overall it finds that one-in-six students come from areas with poor broadband coverage, with large disparities by geography and by HEI. It also finds that students from the poorest broadband coverage areas are more likely to be socioeconomically disadvantaged. As a result, this paper recommends that HEIs use their detailed registration data to help identify and support at-risk students. In particular, the results suggest that some HEIs may need to prioritise access to campus facilities and services to less well-off students living in poor broadband coverage areas.

A Year after the Outbreak of COVID-19: Applicants’ Perception of Higher Education Quality in the Context of Digitalization and Blended Learning

“…Возникают опасения и по поводу различий в доступе студентов к цифровым учебным ресурсам из дома. Ирландскими учеными установлено, что каждый шестой студент приезжает из районов с низким качеством широкополосного доступа в интернет, возрастает риск не получить качественное образование в формате онлайн, особенно у студентов из малых (бедных) населенных пунктов [18]. Эти технические проблемы предопределяют низкую степень сформированности навыков цифрового обучения студентов, особенно из малообеспеченных семей [19], ухудшают их социально-эмоциональное восприятие обучения с элементами онлайн, вызывают беспокойство, напряжение [20].…”

Impact of the COVID-19 pandemic on student’ sleep patterns, sexual activity, screen use, and food intake: A global survey

“…The lack of physical contact, outlets for socializing and communication with peers and teachers, restrictions on travel, and reduced physical activities have contributed to these emotional issues [17]. Other sources of stress for some students include the inability to afford educational resources such as computers, separate rooms conducive for learning, high-speed internet for each family member who require educational facilities, and new expenses associated with the procurement of computing devices as a consequence of the change in educational modality [16,18,19]. Distance learning is also limited in the ability to facilitate all the learning outcomes of professional education that require hands-on practice such as medicine, dentistry, nursing, nutrition, and other allied health courses [1].…”

An Investigation of the Educational Challenges During COVID-19: A Case Study of Saudi Students' Experience

“…In Saudi Arabia, almost all areas do not have fiber optics to assist the Internet (Tanveer et al, 2020). Due to geographic differences, students who live in rural areas are at a disadvantage regarding the level and quality of internet connection they can receive (Cullinan et al, 2021). Unfair treatment could occur if lessons and exams are conducted entirely online.…”