Examining the contemporary digital divide of university students with specific reference to students with special educational needs

Abstract

AbstractThe contemporary digital divide is characterised by the uneven distribution of access to information communication technology (ICT), originating in the different motivation, physical access and skills of users. We synthesised existing theories and frameworks to develop and then empirically validate a theoretical model to predict university students' use of online learning resources (OLRs) at the crossroads of formal and informal learning. Because access to digital content may be a bigger issue for students with special educational needs (SEN), we also examined OLR use among this group. Fifty‐six students with SEN and 1642 mainstream students participated in the survey. Our main conclusions are as follows. In the whole sample, personal socio‐cognitive factors (beliefs, self‐efficacy) are the only significant predictors of OLR use. The results suggest that motivational and skills‐related differences between students contribute more to the digital divide than do either differences related to unpleasant environmental conditions (eg, inaccessibility, high prices, etc.) or personal context (eg, study‐fit, learning preferences, etc.). Separate regressions show that beliefs were significant predictors for both SEN students and their peers, while self‐efficacy was a significant predictor for the mainstream students only. Measuring unpleasant environmental factors as a continuum (environmental and contextual barriers) explained OLRs better than solely differentiating between SEN and mainstream students. Practitioner NotesWhat is already known about the topic The use of online educational resources (OLRs) is student‐driven and needs to be examined through the lens of the digital divide. There is currently no established theoretical or empirical model that can predict the use of OLRs, especially in informal learning settings. Inaccessibility of OLRs for students with special educational needs (SEN) is a result of socially constructed barriers such as designing inaccessible technical environments. What this paper adds A research model designed to predict the use of OLRs, combining psychological and ICT theories and frameworks. Application of the concept of environmental and contextual barriers to measure the effect of imposed and selected environments on OLRs. Identification of environmental barriers as a measure of diverse access and accessibility needs of mainstream and SEN students. Implications for practice and policy The findings suggest that the secondary digital divide is more related to cognitive and motivational aspects than to the lack of access to ICT and accessible online content for both groups. The developers of university learning environments should focus on the central role of cognitions in students' actual behaviour. The role of personal context and the identification of “pure” environmental factors in informal learning settings should be further explored.