Abstract
Mobile has become the primary mode of Internet access for many people. Existing studies have generally indicated that mobile Internet represents an inferior substitute for traditional PC-based Internet. In particularly, mobile-only users are often found to be the most disadvantaged. This paper explores the usage characteristics of multimodal users by differentiating mobile-reliant users, who primarily rely on mobile phones to access the Internet, and non-mobile-reliant users, who primarily use PCs to access the Internet, and investigates the socioeconomic characteristics of mobile-reliant users, the association of the access preference and usage patterns, and whether a new type of digital divide has emerged. Based on data collected in a major public research university in southwest China, this study demonstrates that mobile-reliant users are not disadvantaged compared to non-mobile-reliant users in terms of usage, with the development of advanced mobile technology and the wealth of mobile-friendly content available therein. Practical implications for higher educators are also discussed.
Highlights
The spread of mobile Internet far outpaces that of fixed PC-based Internet access
Digital divide scholars have found that people, those with lower socioeconomic status, are more likely to depend on a smartphone for Internet access and to use the Internet for non-capital-enhancing activities (Humphreys et al 2013; Jung 2008; Kongaut and Bohlin 2016; Kreutzer 2009; Mossberger et al 2012; Napoli and Obar 2014; Pearce and Rice 2013)
First-generation college students had a lower level of Internet skills (M = 2.37) than non-first-generation college students” (FGCS) (M = 2.53)
Summary
The spread of mobile Internet far outpaces that of fixed PC-based Internet access. According to China Internet Network Information Center (CNNIC), as of December 2020, China had 989 million Internet users and the Internet penetration had reached 70.4%. College students are more likely to sacrifice academic work, rather than time for social media, smart phones, or leisure activities, in cases of a lack of time (Janković et al 2016). Digital divide scholars have found that people, those with lower socioeconomic status, are more likely to depend on a smartphone for Internet access and to use the Internet for non-capital-enhancing activities (Humphreys et al 2013; Jung 2008; Kongaut and Bohlin 2016; Kreutzer 2009; Mossberger et al 2012; Napoli and Obar 2014; Pearce and Rice 2013). Little is known on the impact of students’ socioeconomic status on their preference for an Internet access method and how the increasing dependence on mobile technology may impact students’ Internet usage behavior
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