Closing the digital divide in higher education: data analytics, tech support schemes and alternative assessment practices.
When the pandemic hit in 2020, students were sent to work from their homes as lockdowns came into effect worldwide. For many, however, this was not a feasible reality - huge numbers of students were unable to access the technology they needed to continue their studies. This issue is known as ‘digital poverty.’
Digital poverty is the inability to interact with the online world fully, when, where and how an individual needs to, as defined by the Digital Poverty Alliance. A lack of access to sufficient means of technology has always been a concern; however, the COVID-19 pandemic ‘arguably intensified and more fully exposed the effects this can have, both in an educational setting and beyond.’1
Remote learning fundamentally relies on access to technology, as learning spaces shift to the home as opposed to the school, college, or university. According to JISC, half of all students in higher education are digitally disadvantaged – with a growing number of institutions making the transition to digital assessment, this divide increasingly poses the potential to have damaging effects.
The digital divide doesn’t exist in isolation, either. Not only are 3.7 billion people digitally excluded worldwide, but this gulf in poverty is symptomatic of an ongoing cost of living crisis, which Times Higher Education reports is contributing to one in six UK HE students considering dropping out due to monetary issues. In other parts of Europe, such as the Netherlands, as many as one in five people are struggling with payment problems. In Germany, HE sector only one in three students are able to access online learning platforms, and in Sweden, more than one million are suffering from the digital divide.
With digital poverty continuing to have negative effects on students, it is important to discuss different ways that we can combat the growing technological divide.
Primarily, we must ensure that higher education institutions offer underprivileged students the necessary hardware they need for their studies. An increasing number of universities offer similar types of schemes; however, this is often dependent on students being means tested. The reality is that there may still be students whose household income is above a given threshold but are unable to get access to the technology they need.
This raises the issue of equality – treating everyone the same – vs equity – taking into account the specific needs of individuals. While it is important that we show the same level of decency to all students, the reality is that some need support more than others. Ensuring that universities offer tailored support for those who cannot access the necessary technology, and that disadvantaged students are not slipping through the cracks, is of great importance.
So, what can universities do to further tackle the digital divide and ensure no student is left behind?
Crucially, data analytics can be used by higher education institutions to identify students in need of support – something Brunel University London has been doing to great effect since the pandemic hit. Professor Mariann Rand-Weaver, then Vice-Provost Education, and Robyn Fitzharris, then Executive Officer to the Vice-Provost, used exam engagement data by student characteristics and found that, among others, those from deprived areas were less likely to sit exams remotely. They proactively reached out to these students, informing them of any additional support put in place for subsequent exam periods. This included bookable quiet spaces, increases to hardship funds and more loanable laptops.
Students at Brunel University London sitting in-person digital exams on their own devices
Beyond the use of data analytics, there are a number of different ways that universities can work to close the digital divide, including alternative assessment practices and inclusive teaching styles. Some examples of further ways higher education institutions can work to combat digital poverty are:
Adopting teaching approaches that do not revolve entirely around digital courses, but that combine in-person elements too – such as the hybrid learning model described in our recent case study with Bucerius Law School.
Offering non-digital alternatives to course content to guarantee students will not be excluded from studies.
Supporting the development of digital assets that are needed for teaching – FE news identified some institutions that are now employing digital designers to work directly with teaching staff to do this.
Ensuring students are kept ‘in the loop’ and informed of learning/assignments that will take place online as opposed to in person. This will allow them to plan accordingly and create a dialogue, encouraging students to air grievances and encouraging more open relationships.
With an increased focus on combatting digital poverty through these methods, we can work to reduce the digital divide in the higher education sector and create an equal environment for all students.