The perceived difference between those who have access to the newest information technology and those who do not is referred to as the digital divide. The digital divide is commonly measured by means of computer ownership and internet access. The two groups of people on opposite sides of the split are referred to as "haves," or "information rich," or "have-nots," or "information poor," respectively, in literature.
In the "knowledge economy," the former has the most powerful computers and has the finest internet access to strong streams of continuous information, whereas the latter does not. In today's society, information is a "development resource," and the lack of trustworthy information is the heart of underdevelopment. In today's society, information is a "development resource," and the lack of reliable information is the essence of underdevelopment. Information is essential for societal advancements in education, culture, science, and technology, as well as individual personal and professional development.
Apart from greater internet access, there has been an upsurge in web-based educational programs, which have received mixed reviews. The rise of digital libraries merely adds to the problem (also called electronic or virtual libraries). Web-based education is linked to constructivist learning environments, which are technology-driven environments in which students can contribute something meaningful and useful.
Technologies provide students with the ability to explore, experiment, construct, and reflect on their work so that they can learn from it. The use of information resources is important in this method, as it is in many other models, including collaborative learning models. The effective use of information and resources has become increasingly important in academic life, in addition to the workplace and daily life. All of these are susceptible to the digital divide.
Table of Contents
Chapter 1: Introduction to Study
1. Introduction
1.1. Evolution of Digital Divide
1.2. Indian Scenario
1.3. Factors affecting the Digital Divide
1.4. Inferences of Digital Divide
1.4.1. Economy and Digital Divide
1.4.2. Society and Digital Divide
1.4.3. Culture and Digital Divide
1.4.4. Education and Digital Divide
1.5. Education Sector in India
1.6. ICT & changing role of higher education in India
1.7. India’s Covid-19 Pandemic and Education Scenario
1.8. Digital Divide, Higher Education and COVID 19
1.9. Online Education and Marginality
1.10. Study Area
1.11. Scope of the Study
1.12. Research Questions
1.13. Objective of the study
1.14. The Rationality of the study
1.15. Summary
Chapter II: Review of Literature
2. Introduction
2.1. Digital Divide and Economy
2.2. Digital Divide and Social Aspect
2.3. Digital Literacy, Higher Education and Digital Divide
2.4. Research Gap
2.5. Summary
Chapter III: Research Methodology
3. Introduction
3.1. Exploratory Research
3.2. Types of Data
3.3. Selection of Target Respondents
3.4. Sampling Technique
3.5. Sample Size Determination
3.6. Questionnaire Design
3.7. Pilot Study
3.7.1. Reliability Study
3.7.2. Validity Test
3.8. Hypothesis Development
3.9. Conceptual Model
Chapter IV: Analysis of Data
4. Introduction
4.1. General Information about Respondents
4.2. Information about Internet Usage
4.3. Factors affecting Digital Divide
4.4. Educational Institute wise Perception of the Respondents Regarding Impact of Digital Divide
Chapter V: Findings, Suggestions and Conclusion
5. Introduction
5.1. Findings based on General Information about Target Respondents
5.2. Findings about Internet Usage
5.3. Factors Affecting Digital Divide
5.4. Perception of the Respondents towards Digital Divide
5.5. Suggestions
5.6. Scope of Future Study
5.7. Limitations of the Study
5.8. Conclusion
Research Objectives and Thematic Focus
The primary research objective of this thesis is to investigate the influence of the digital divide on the higher education system in Odisha, India, specifically focusing on the disparities between government and private educational institutions. The study seeks to identify key factors responsible for the digital divide among students and assess its impacts on their academic experiences, particularly in the context of increased digitalization and the COVID-19 pandemic.
- The evolution and current state of the digital divide in the Indian educational landscape.
- Assessment of digital infrastructure and internet accessibility among students in higher education.
- Comparative analysis of digital literacy, computer competence, and IT usage between government and private institution students.
- Impact of the COVID-19 pandemic on online learning transitions and educational equity.
- Policy recommendations to bridge the digital gap and enhance inclusive digital education infrastructure.
Excerpt from the Book
1. Introduction
The digital divide is the difference between people who don't have access to information technologies and those who have. The Internet and computers are the most common examples (Dijk, 2017). The digital gap is a barrier to the information society because it indicates a disparity in access and use of information and communication technology (ICT). ICT use is primarily driven by habit, skills, and compassion (Goncalves, 2018). A transition from an emphasis on binary internet access (first-level digital divide) and internet skills and use (second-level digital divide) to a third-level digital divide in which actual benefits of the internet users are considered is needed, according to several scholars (Scheerder, A., 2017 et al.). Rapid technical change usually occurs in waves.
New information and communication technologies (ICTs) are being adopted at breakneck speed, but distribution patterns are less obvious and changing swiftly (Campbell, 2001). To develop an information-centric society, technological change is a major step. A robust IT infrastructure leads to a digital divide, which has an impact on society's growth and development by propelling some people who have access to knowledge and denying others who do not (Malhan, I. V., 2003, et.al). A digital gap is the unequal distribution of ICTs (access to, use of, or influence of ICT) among various groups. These groupings can be classified based on social, geographical, or geopolitical factors (NTIA, 1995).
According to Hargittai (2002), the digital divide study should not be limited to a binary ICT access classification. To comprehend the digital divide, a spectrum of inequalities across population segments should be considered, based on differences in the various dimensions of ICT access (Srinuan, 2012). Norris (2001) and the OECD (2001) also pointed out that there may be a digital divide within and among nations.
Summary of Chapters
Chapter 1: Introduction to Study: Provides a comprehensive overview of the digital divide concept, its relevance in the global and Indian context, and the foundational research objectives concerning Odisha's higher education system.
Chapter 2: Review of Literature: Explores existing academic research and international studies to establish a theoretical framework regarding how economic, social, and educational factors intersect with digital inequality.
Chapter 3: Research Methodology: Details the quantitative research design, specifically the exploratory methods, sampling techniques used to collect data from 396 respondents, and the validation of research variables.
Chapter 4: Analysis of Data: Presents the statistical findings from the survey, including demographic profiles, internet usage patterns, and comparative analysis of perceptions regarding the digital divide in government vs. private institutions.
Chapter 5: Findings, Suggestions and Conclusion: Synthesizes the final research findings, provides policy-level suggestions to bridge the digital divide, and concludes with the study's overall impact and limitations.
Keywords
Digital Divide, Higher Education, Information and Communication Technology (ICT), Digitization, Odisha, Internet Accessibility, Online Learning, Education Policy, Digital Literacy, Socio-economic Factors, Academic Performance, Educational Equity, COVID-19, Infrastructure, Student Perception
Frequently Asked Questions
What is the core focus of this research?
The research explores the impact of the digital divide on the higher education system in Odisha, India, analyzing how resource disparity, infrastructure, and socio-economic factors influence student accessibility and academic performance.
What are the primary themes investigated?
The work covers themes such as digital inequality, the role of ICT in modern higher education, the impact of the pandemic on online learning, and the existing divide between public and private institutions.
What is the central research question?
The primary research question revolves around identifying the factors responsible for the digital divide among higher education students in Odisha and understanding the resultant impacts on their academic experiences.
Which scientific methodology is employed?
The research employs a quantitative approach, utilizing a structured questionnaire for primary data collection from 396 students, followed by statistical analysis to test hypotheses related to internet usability and access.
What aspect of higher education is covered in the main body?
The main body examines the adoption of digital technologies, the challenges posed by the COVID-19 lockdown, the comparative differences between government and private university resources, and the correlation between socio-economic backgrounds and digital literacy.
Which keywords classify this work best?
Key terms include Digital Divide, Higher Education, ICT, Digital Literacy, Odisha Education System, and Internet Accessibility.
How does the study use Chi-Square tests?
Chi-Square tests are utilized to determine whether there is a statistically significant connection between demographic factors (such as age, income, and computer literacy) and home internet access.
What are the primary recommendations suggested by the author?
The author recommends the development of low-cost digital infrastructure, mandatory training for students and faculty, inclusive policy reforms, and the implementation of participative learning mechanisms to reduce the divide.
- Arbeit zitieren
- Tarun Shyam (Autor:in), 2022, Digital Divide in Higher Education System in Odisha, München, GRIN Verlag, https://www.grin.com/document/1298332
