ARTS2096 Commentary
Week 4: Edutech in the Pandemic University
With the COVID-19 pandemic signalling a transition from traditional to online learning,
the increased use of technology has exacerbated the digital divide amongst University
students. The rise of Edutech to accommodate continuous learning has negatively
impacted students in socio-economically disadvantaged positions, and quite
unknowingly. The deepening of these inequalities are due to a number of factors, such
as limited access to resources, privacy issues, and the individualistic nature of online
learning.
The COVID-19 crisis has revealed significant gaps in the levels of equitable access to
technology, causing an acceleration of the digital divide (Mann 2020). This is further
reflected in survey results collected from the National Union of Students (NUS) which
revealed that 27% of University students were facing barriers to proper education and
learning during lockdown (Packham 2020). Those who are financially unstable or rely
on shared computers with family may have limited access to strong internet connection,
resulting in purchasing high-cost data plans. Inconsistent access to required features
such as webcams and microphones for applications including Zoom, place those who
are struggling economically at a higher risk with the introduction of new mediums.
Moreover, the progression of new technologies are exceeding student skills (Manconi
2020). Although most students of this generation are considered tech-savvy due to the
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growing use of social media embedded in daily life, students obtain varying degrees of
digital literacy and some may struggle to navigate online platforms more than others,
thus widening a skills gap (Ramsetty & Adams 2020, p. 1148). Further, with the highly
invasive nature of privacy that comes with online learning, students are unaware that
companies are profiting off their personal information. From filming students’ personal
spaces, tracking their locations to employing facial recognition without consent,
companies consisting mostly of the Silicon Valley IT industry (Castaneda & Selwyn
2018, p. 6), take advantage of this evergrowing digital divide in the deficiencies of
student skills to benefit themselves - already making trillions.
Interestingly, the nature of digital learning has also encouraged “individualistic
constructions” (Castaneda & Selwyn 2018, p. 5), with education being transformed into
a highly individualised experience driven by self-dependence. The low levels of unity
and shared communication which Edutech promotes has detracted from collaborative
human experiences, thus disrupting the regular flow of self-motivation for students
(Manconi 2020). The lack of determination to self-direct engagement with learning could
potentially lead to a deterioriation of mental health. As Fisher states, mental health
issues were “at least twice as prevalent as in non-pandemic circumstances” (Fisher
2020, p.3). All of these factors significantly slow learning processes and expose
imbalances in material, motivational and skills access (Van Dijck 2006).
Students will continue to struggle to meet a certain digital threshold that will fully
accomodate for a proper, online learning experience. As universities strive for equity
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and inclusion, it ironically seems like they fail to understand the “aggravating factor” of
students’ economic positions (UNESCO 2020). Unless a greater awareness of these
structural biases is promoted through increased support for students like providing
asynhronous delivery, downloadable course content, and alternatively designed
assessments (Mann 2020), online pedagogy will continue to worsen the digital divide,
potentially damaging the career paths and future success for students.
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References
Castaneda, L & Selwyn, N 2018, ‘More than tools? Making sense of the ongoing
digitizations of high education’, International Journal of Educational Technology in
Higher Education, vol. 15, no. 22, accessed 9 October 2020, doi:
10.1186/s41239-018-0109-y.
Fisher, JRW, Tran, T. D., Hammarberg, K, Sastry, J, Nguyen, H, Rowe, H, Popplestone,
S, Stocker, R, Stubber, C & Kirkman, M 2020, ‘Mental health of people in Australia in
the first month of COVID-19 restrictions: A national survey’, accessed 9 October 2020,
<https://www.mja.com.au/journal/2020/mental-health-people-australia-first-month-covid-
19-restrictions-national-survey>
Manconi, A 2020, ‘Student equity & the digital divide’, Poster, University of New South
Wales, 6th October.
Mann, M 2020, ‘Edutech in the pandemic university’, Expert Interview, University of New
South Wales, 30th September.
Packham, A 2020, ‘One in four students unable to access online learning during
lockdown - survey’, The Guardian, accessed 9 October 2020,
<https://www.theguardian.com/education/2020/sep/08/third-of-students-unable-to-acces
s-online-learning-during-lockdown-survey>.
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Ramsetty, A & Adams, C 2020, “Impact of the digital divide in the age of COVID-19”,
Journal of the American Medical Informations Association, Vol. 27, No. 7, pp.
1147-1148, accessed 9 October 2020 from Oxford Academic Journals Online.
Van Dijk, Jan A.G.M 2006, “Digital divide research, achievements and shortcomings”,
Poetics, Vol. 34, p. 221-235, accessed 9 October 2020 from Science Direct.
UNESCO, Universities tackle the impact of COVID-19 on disadvantaged students,
accessed 9 October 2020,
<https://en.unesco.org/news/universities-tackle-impact-covid-19-disadvantaged-student
s>.