ICT Access and Use for Online Learning and Digital Inclusion in the COVID-19 Era

• In Event: Addressing Issues of Access and Accessibility With Online Learning Technologies

Abstract

We explored how information and communications technology (ICT) access and uses for learning have influenced students’ success during the COVID-19 pandemic era, by investigating the differential effects of ICT variables on underrepresented minority (URM) and non-URM students. We applied multigroup SEM analysis using data from students who experienced online transition in an university in western New York. The results showed that ICT uses for learning benefitted both URM and non-URM students but also that there was a differential effect of ICT access: lack of ICT access had a negative effect on online success among URM students and no significant effect on non-URM students. We discussed the implications of these findings in the context of online education and digital inclusion.

Authors

• Sunha Kim, University at Buffalo - SUNY

• Scott Meier, University at Buffalo