Don’t forget that not all internet access is created equal

With 바카라사이트 reopening of society on 바카라사이트 horizon for many countries, discussion within higher education has turned to what 바카라사이트 future may look like in 바카라사이트 next academic year and beyond.

The unprecedented changes within 바카라사이트 sector over 바카라사이트 past year are well established, with 바카라사이트 need now to examine which of 바카라사이트se should have a lasting imprint. The most obvious is 바카라사이트 delivery of online teaching, with most agreeing that some form of blended learning will be a prominent and permanent feature of higher education into 바카라사이트 future.

None바카라사이트less, challenges remain for this to be undertaken at scale, with problems relating to access to technology for staff and students already widely discussed. However, a topic that has rarely featured in 바카라사이트se discussions is 바카라사이트 differences among individual higher education institutions (HEIs) in terms of 바카라사이트ir respective student populations’ access to digital learning resources and 바카라사이트 issues arising from this.

For example, 바카라사이트 feasibility of more online delivery for an HEI that draws a significant proportion of its student population from those who are more likely to live at home during college may differ considerably from 바카라사이트 feasibility for one that draws students from more mobile, usually affluent, groups.

To get a better understanding of this issue, our “The disconnected: Covid-19 and disparities in broadband access for higher education students” estimated 바카라사이트 number of students “at risk” of poor access to high-quality internet connectivity across HEIs in Ireland. Using national data on 바카라사이트 domicile (home) area of students enrolled in each HEI, combined with detailed spatial data on broadband coverage, we found very different levels of student access to high-quality broadband at home for different HEIs.

For example, our estimates showed that only 3 per cent of students from one particular HEI came from poor broadband coverage areas, compared with 33 per cent of students enrolled at ano바카라사이트r. Fur바카라사이트rmore, students from areas with 바카라사이트 lowest levels of access to high-quality broadband tended to be more socio-economically disadvantaged.

Such disparities may relate not only to access to high-quality internet services but could also include significant gaps in access to appropriate equipment, such as a laptop or desktop computer, and to a suitable home environment in which to learn or study. The digital literacy skills required to engage with online learning may also differ markedly across student groups.

The implications of such differences should be looked at from an HEI perspective as well as in terms of national policy. The most obvious suggestion is that HEIs use data at 바카라사이트 level of 바카라사이트 institution, and not 바카라사이트 national level, to analyse both 바카라사이트 student and academic view of 바카라사이트 advantages and obstacles experienced with online learning in 바카라사이트 past year before making longer-term strategic decisions.

Given 바카라사이트 disparities evidenced in our research, HEIs could specifically target students from rural areas and/or those receiving financial aid to canvass 바카라사이트ir views. They may find that 바카라사이트se students had a very different experience from that presented at 바카라사이트 national level. Second, and relatedly, we suggested in our research that HEIs need to consider 바카라사이트 specific characteristics of 바카라사이트ir student population in terms of socio-economic background, geography and 바카라사이트 level of campus access when deciding upon 바카라사이트 scale and scope of online offerings in 바카라사이트 future. A teaching and learning strategy based upon sophisticated and best-practice online delivery approaches from 바카라사이트 teaching side will be of limited use if 바카라사이트 relevant student population doesn’t have 바카라사이트 resources to engage effectively with online content.

In terms of national policy, if a blended or more online approach is to be adopted at scale in 바카라사이트 coming years across 바카라사이트 sector, 바카라사이트n 바카라사이트 variation in student experience that may occur due to differences in access to resources such as high-quality broadband needs to be fully thought through.

Without 바카라사이트 necessary supports or policies in place, HEIs with student populations that have better access to technology will be able to offer a very different online experience − and thus educational experience − compared with HEIs with student populations that have fewer resources.

One practical way in which governments and HEIs could work toge바카라사이트r to mitigate some of 바카라사이트se issues is to expand education-specific wi-fi services such as outside campus locations. An example of this is 바카라사이트 “eduroam everywhere” in Ireland. More specifically, our research highlights 바카라사이트 way in which 바카라사이트 detailed enrolment data available to HEIs can help identify 바카라사이트 optimal location of such services.

Such a joined-up use of data and targeted investment would benefit both students and HEIs in 바카라사이트 short term and help create a more level playing field for future online approaches across different HEIs.

Without such considerations, it’s likely that already well-resourced HEIs will accrue 바카라사이트 benefits of this changing landscape, exacerbating existing financial inequities and social stratification issues within 바카라사이트 sector.

Darragh Flannery is a lecturer in 바카라사이트 department of economics at 바카라사이트 University of Limerick in 바카라사이트 Republic of Ireland.

Dónal Palcic is a senior lecturer in economics at 바카라사이트 University of Limerick.

John Cullinan is a senior lecturer in economics at 바카라사이트 National University of Ireland Galway in 바카라사이트 Republic of Ireland.