The Digital Divide

Do online learning and other manifestations of communication and information technology
exacerbate the digital divide or not? How or how not?

Technology has enhanced access to information, and this has specifically been
meaningful to adult learners. Learning has become more relevant, just-in-time, and self-directed.
The digital age has introduced digital learning. Technology has penetrated every aspect of living,
consequently changing the process of learning. The increase in access to the Internet, combined
with an explosion of information, has raised the demand for e-learning. Higher education has
experienced an influx of students who want to study online. As the demand for e-learning rises,
the challenge of the digital divide sets in. The Digital divide is a gap between individuals who
have access to the Internet and those who do not. The Internet is necessary for e-learning to
occur. Therefore, a digital divide implies that some learners are disadvantaged as they have no
access to e-learning. In the context of adult learning in online platforms bridging the digital
divide continues to be an ongoing concern globally.
Online learning is exploding in higher education, and it could be one of the factors that
exacerbate the digital divide. Online learning has become an undeniable trend among adults
educators as well as learners (Merriam & Bierema, 2014). Internet exploitation and the
widespread use of communication and information technology have been known to provide adult
learners with the opportunity of access to information regardless of their socioeconomic
background. Students can use the vast bulk of the information available to them to improve their
academic achievement and tap into other learning platforms such as e-learning (Sianou-Kyrgiou
& Tsiplakides, 2012). ICT and online learning have created a new form of social structure that
has come to be widely known as the network society.

The creation of a network society has accentuated social inequalities, such as the digital
divide. The networks can transcend time and place. However, not all students and workers are
connected to these networks. Due to certain factors such as poverty, some students and workers
are not in a position to access network connections since they are few and only accessible to a
few in society. Internet technology constitutes an important element of today’s society. As a
result, the interest has since moved towards the disparities in internet usage among people from
diverse socioeconomic backgrounds (Merriam & Bierema, 2014). Other than disparities in
access to ICT, the differential uses of the Internet are likely to lead to social inequality. As a
result, online learning has been seen to exacerbate the digital divide. More people want to be able
to access education online, but they cannot because they have no or limited access to internet
technology. They are disadvantaged considering the fact that their counterparts who live in areas
where there is internet connectivity have access to online learning and other benefits of the use of
ICT.
Has online learning provided opportunities beyond traditional learning environments
(brick-and-mortar setting) for adults? If so, have these opportunities worked against the
notion of a digital divide?
Technology has increased educational opportunities. Through online learning, a greater
number of students have access to extensive and inclusive education. Adults have an opportunity
to acquire an education at a much cost-effective environment, and all they require is broadband
connectivity. Besides, online learning has provided an opportunity for students across the world
to have access to a world-class education. The traditional learning environments limit access to
education. As long as adult learners have access to the Internet, they can access education
anywhere, anytime, and at their convenience. The opportunity is limited in traditional learning

environments, where students have to travel some across borders to get access to education.
Online learning environments provide adult learners with a convenience that is not present in
traditional learning environments.
Further, online learning environments make it possible for adult learners to balance
between study and other personal responsibilities and demands. Most adult learners are parents.
The responsibility of parenting is huge and can be overwhelming when combined with having to
study in a traditional learning environment. As such, having the option to study online is
convenient because it makes it possible for an adult learner to perform optimally as a parent as
well as a student. Besides, adult learners have to work or engage in other economic activities to
be able to fend for themselves and their families. Online learning environments provide flexible
schedules. Since learning is self-regulated, a learner is able to organize their daily schedules
while ensuring that they create time for study and time for other vital activities (Hodson, 2016).
Through distance or online earning, learners who have families and other responsibilities are able
to update their knowledge and skills while at the same time saving on transport costs. One is able
to study and work while at the same time, being able to enjoy a balanced lifestyle. Such an
opportunity is limited for adult learners who have to follow the somewhat fixed schedules used
in traditional learning environments.
Online learning environments provide an opportunity and easy access for adult learners
who do not meet the minimum entry requirements in conventional or traditional learning
environments. There is an open-entry pathway, and this attracts adult learners who come from
different educational ad social backgrounds and who do not qualify to join conventional
universities. Online learning provides education access to many students who are disadvantaged
by conventional learning institutions (Hodson, 2016). There are many opportunities that adult

learners can tap into that are not otherwise accessible to all learners in traditional learning
environments.
Overall, learning environments provide more opportunities for adult learners than in
traditional learning environments. These opportunities have, to some extent, worked against the
notion of the digital divide. This is because, although not all adult learners have access to online
learning, a huge percentage of adult learners have been able to receive education through online
learning. Most of these students were able to update their knowledge and skills because
education was made available to hem in a platform that was more convenient and easier for them
to access. Thus, although the gap of the digital divide continues to be a point of concern globally,
we cannot overlook the fact that most adult learners from across the globe have benefited from
online learning. From a persona experience, I think that online earning has made it possible for
me to pursue a degree in education. Had online learning not have been introduced, there is a very
high likelihood that I would not have made the decision to go back to school. I believe the story
is similar for most adult learners. The convenience of studying in an online environment is
unmatched.

References

Hodson, J. (2016, May 23). The wired classroom: Leveraging technology to engage adult
learners (Links to an external site.). Retrieved from
https://evolllution.com/programming/teaching-and-learning/the-wired-classroom-
leveraging-technology-to-engage-adult-learners/
Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Retrieved
from http://ebookcentral.proquest.com
Sianou-Kyrgiou, E., & Tsiplakides, I. (2012). Digital divide: students’ use of the Internet and
emerging forms of social inequalities. In Research on e-Learning and ICT in
Education (pp. 55-68). Springer, New York, NY.