Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?

Sunha Kim,Yunjeong Chang,Suzanne Rosenblith,Shira Pollack

doi:10.3390/su12208433

Sunha Kim, Yunjeong Chang + Show 2 more

Open Access

https://doi.org/10.3390/su12208433

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Abstract

In view of the United Nations’ (UN’s) Sustainable Development Goal (SDG) for education (SDG4), this study explored how information and communications and media technology (ICMT) access and uses for learning have influenced students’ perceived success during the COVID-19 pandemic era and the differential effects of ICMT access and use on underrepresented minority (URM) and non-URM students. This study applied structural equation modeling (SEM) analysis using data from students who experienced online transition in one large public university in the United States. The results showed that ICMT uses for learning benefitted URM students but lack of ICMT access had a negative effect on online learning among URM students. We discussed the implications of these findings in the context of online education, digital inclusion, and the UN’s SDG4.

Highlights

The COVID-19 pandemic, which started in late 2019 and has swept across the world since early 2020, led schools in the United States and internationally to shut down
This study analyzed the role of information and communications and media technology (ICMT) access and ICMT learning uses in students’ online learning, with attention focused on minority students
A recent study showed the importance of the physical ICMT access divide between minority and non-minority students, which has led to negative effects on student success [12]

Summary

Introduction

The COVID-19 pandemic, which started in late 2019 and has swept across the world since early 2020, led schools in the United States and internationally to shut down. A recent study showed the importance of the physical ICMT access divide between minority and non-minority students, which has led to negative effects on student success [12]. Considering the increasing need for effective strategies to integrate ICMT into online education and promote digital inclusion for all students [15,25], this study sought to investigate the effect of ICMT uses for the learning of underrepresented minority (URM) students. Considering the potentially differential impact that COVID-19 can have on girls and boys, women and men [26], this study explored the potential differences in ICMT access and use on male and female students. Will there be differential effects of ICMT access and uses on perceived online success between female and male students?.

Literature Review

Various Factors Affecting Online Learning with ICMT

Materials and Methods

Findings

Discussion and Conclusions