Digital Disconnect Research Articles

The “Digital Disconnect” on the Back of Occupational Health and Safety

The importance of digital disconnection in the workplace cannot be overstated, as it plays a crucial role in preserving the physical and mental well-being of employees. In today's hyper-connected world, the constant use of digital devices and online communication has blurred the boundaries between work and personal life. This continuous connectivity can lead to a range of health issues. Physically, excessive screen time and sedentary work can result in eye strain, headaches, and musculoskeletal problems. Additionally, a lack of time for relaxation and exercise can contribute to a host of chronic health conditions. Mentally, the relentless notifications and information overload can lead to burnout, stress, and anxiety. Continuous work-related communication, even after office hours, disrupts personal lives and makes it challenging for individuals to recharge and spend quality time with loved ones. Promoting digital disconnection by setting boundaries, encouraging regular breaks, and respecting off-hours can help employees maintain a healthier work-life balance. Ultimately, these practices enhance physical and mental health, leading to happier and more productive workers. Employers and employees must recognize the significance of this disconnect to create a sustainable and healthy work environment.

Messages and Calls Ignored? A Survey of Four Thousand Smartphone Users on Non‐Response Behavior

ABSTRACTWe are living in a world where a lot of people maintain constant connectivity through sending and receiving messages and calls. Contemporary research has focused on how smartphones disconnect us from our physical environment. Yet, in a digital disconnect, almost daily, people choose not to respond to certain messages or calls, which can make the sender anxious and adversely affect their communication. The first phase of this project consisted of an interview study of 24 participants which led to publications covering the sender and receiver perspectives. A follow‐up large‐scale survey of 4,001 respondents was carried out to investigate the receiver's reasons for not responding including the role of power, the psychological impact on the sender, and other communication. Theories on information avoidance, power, interpersonal deception, and emotions inform this study. Preliminary findings are shared here. The findings will inform the fields of information science, communication, psychology, and mental health, and should help software designers build tools to help users communicate their context to each other.

Creating Rapport in Online Classes Through a Pedagogy of Care and Authenticity

Online classes are plagued by the digital disconnect, making students dissatisfied with their learning experience due to the feeling of isolation from the class and the instructor. Previous scholars have suggested ways in which this transactional distance can be bridged, specifically through strategies the professor can implement in order to make connections and build rapport. However, the difficulty of online delivery was amplified by the COVID-19 pandemic, where both professors and students were faced with emergent issues and continuing trauma fatigue. In this paper, I explain the approach of care and authenticity I used in my online classroom during the Spring 2021 semester to connect with students and to show that I cared about their well-being. Students appreciated these small, low-cost strategies as we passed the one-year anniversary of our collective move to online learning.

The Use of Digital Health Tools for Health Promotion Among Women With and Without Chronic Diseases: Insights From the 2017-2020 Health Information National Trends Survey.

BackgroundIn the United States, almost 90% of women are at risk of at least one chronic condition. However, the awareness, management, and monitoring of these conditions are low and present a substantial public health problem. Digital health tools can be leveraged to reduce the alarmingly high rates of chronic condition–related mortality and morbidity in women.ObjectiveThis study aimed to investigate the 4-year trend of digital health use for health promotion among women with chronic conditions in the United States.MethodsData for this study were obtained from the 2017 to 2020 iterations of the Health Information Trends Survey 5. Separate weighted logistic regression models were conducted to test the unadjusted and adjusted association of the study variables and each digital health use. The 95% CI, adjusted odds ratio (aOR), and P value (.05) were reported. Analysis was conducted using Stata 17 software.ResultsIn total, 8573 women were included in this study. The weighted prevalence of the use of a smartphone or tablet for various activities were as follows: track health goals, 50.3% (95% CI 48.4%-52.2%; 3279/7122); make a health decision, 43.6% (95% CI 41.9%-45.3%; 2998/7101); and discuss with a provider, 40% (95% CI 38.2%-41.8%; 2834/7099). In the preceding 12 months, 33% (95% CI 30.9%-35.2%; 1395/4826) of women used an electronic wearable device, 18.7% (95% CI 17.3%-20.2%; 1532/7653) shared health information, and 35.2% (95% CI 33.2%-37.3%; 2262/6349) sent or received an SMS text message with a health professional. Between 2017 and 2020, the weighted prevalence of having 0, 1, and multiple chronic conditions were 37.4% (2718/8564), 33.4% (2776/8564), and 29.3% (3070/8564), respectively. However, slightly above half (52.2%, 95% CI 0.50%-0.53%; 4756/8564) of US women reported having at least one chronic disease. Women with multiple chronic conditions had higher odds of using their tablet or smartphone to achieve a health-related goal (aOR 1.43, 95% CI 1.16-1.77; P=.001) and discuss with their provider (aOR 1.55 95% CI 1.20-2.00; P=.001) than those without any chronic conditions. Correspondingly, in the past 12 months, the odds of using an electronic wearable device (aOR 1.40, 95% CI 1.00-1.96; P=.04), sharing health information (aOR 1.91, 95% CI 1.46-2.51; P<.001), and communicating via SMS text messaging with a provider (aOR 1.31, 95% CI 1.02-1.68; P=.03) were significantly higher among women with chronic conditions than those without a chronic condition.ConclusionsThis study suggests that women with chronic conditions accept and integrate digital health tools to manage their care. However, certain subpopulations experience a digital disconnect that may exacerbate existing health inequities. Implications for research and opportunities to leverage and integrate digital health tools to prevent, monitor, manage, and treat chronic conditions in women are discussed.

The post‐COVID‐19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries

AbstractPredictions about the post‐pandemic future of digital learning vary among higher education scholars. Some foresee dramatic, revolutionary change while others speculate that growth in educational technology will be buffeted both by modest expansion and unevenness. To this debate we contribute evidence from four groups across six countries on four continents: college and university educators (n = 281), students (n = 4243), senior administrators (n = 15), and instructional design specialists (n = 43). Our focus is on the future of digital learning after the pandemic‐induced pivot to emergency remote instruction. Using data from interviews and self‐administered questionnaires, our findings reveal a high degree of congruency between respondent groups, with most envisioning more blended/hybrid instruction post‐pandemic and some modest increases in fully online courses. Student opinion is more sceptical about future change than within the other groups. Among respondents in all groups there is little expectation for a full‐blown, revolutionary change in online or digital learning. Practitioner notesWhat is already known about this topic Digital learning has been growing in higher education, although a digital disconnect continues whereby the availability of educational technology exceeds its application to learning. Expectations regarding technology‐mediated learning post‐COVID‐19 are mixed, hampering planning for the future. Hesitancy about teaching or taking courses with some or full online components persists. What this paper adds A strong majority of respondents in higher education foresee the most growth in blended/hybrid forms of digital learning post‐COVID‐19. A solid percentage, between about two‐thirds and three‐quarters of faculty and students, envision learners and instructors taking or teaching more fully online courses post‐pandemic. A strong congruency exists between faculty, students, senior administrators, and instructional design professionals in their ranking of scenarios for the future of digital learning. Implications for practice and/or policy Educational technology in higher learning will not return to a pre‐COVID‐19 normality—if a pre‐COVID‐19 ‘normal’ could even be defined. As post‐pandemic institutional planning unfolds, it is important to reflect experiences and incorporate insights of instructors, students, and instructional designers. Successfully building on these insights, where more blended/hybrid learning is foreseen, requires a thoughtful integration of face‐to‐face learning and educational technology.

Book Review: The Digital Disconnect: The Social Causes and Consequences of Digital Inequalities, by Ellen J. Helsper

Book Review: <i>The Digital Disconnect: The Social Causes and Consequences of Digital Inequalities</i>, by Ellen J. Helsper

Book Review: The Digital Disconnect: The Social Causes and Consequences of Digital Inequalities

Book Review: The Digital Disconnect: The Social Causes and Consequences of Digital Inequalities

COVID-19 and online education: Digital inequality and other dilemmas of rural students in accessing online education during the pandemic

It is widely assumed among academicians that the COVID-19 pandemic has negative implications for the education of school students. However, institutions tried to balance that limitation by using online education, and there exist some inequalities among students. Most of the studies conducted during COVID-19 on online education focused on urban school students and their access to online education. In particular, rural school students and their online education remain an open question. Twenty in-depth interviews with rural student respondents determine the fundamental problems and challenge the rural school students’ face in online education during the COVID-19 pandemic lockdown. The study identifies six major problems of rural students: inadequate technology, unacquainted academic atmosphere, digital disconnect, physical well-being, the distractions inherent with the medium, and digital illiteracy. The identified constraints draw inferences to a critical concept in online learning that is digital inequality. Digital inequality refers to the disparity in the access, distribution of technology, information because of various socio-economic and cultural factors. The study also discusses the suggestions of rural students regarding the betterment of online education. The recommendations from the rural students include providing appropriate technological infrastructure, facilitating technical assistance and providing a convenient academic atmosphere. The suggestions are pointing towards the idea of digital inclusion that is vital in online education. Digital inclusion is defined as the ability of individuals or groups of people to access and use information and communication technologies. It is not only about access in a broader sense the opportunities of using innovative hardware and software technology, content and services, getting proper digital literacy pieces of training and the effective use of these services. The findings of the study will help to bridge the disparities in online education. These findings will help the academic community to identify the needs of rural children. It will help build infrastructure for online learning and give extensive support to the school children of rural communities. These findings are also vital for the communication scholars as the disparity in the distribution of information and knowledge is a prime concern for them.

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage.

Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’ main learning space, and technology became the sole medium of instructional delivery. We use the ideas of “digital disconnect” and “digital divide” to examine, for students and faculty, their prior experience with, and proficiency in using, learning technology. We also explore, for students, how household lockdowns and digital capacity impacted learning. Our findings are drawn from 3806 students and 283 faculty instructors from nine higher education institutions across Asia, Australia, Europe, and North America. For instructors, we find little evidence of a digital divide but some evidence of a digital disconnect. However, neither made a difference to self-reported success in transitioning courses. Faculty instructors were impacted in a myriad of diverse ways. For students, we show that closure and confinement measures which created difficult living situations were associated with lower levels of confidence in learning. The digital divide that did exist among students was less influential than were household lockdown measures in undermining student learning.

Connections and disconnections between home and kindergarten: A case study of a 4‐year old child's digital practices and experiences in early childhood

AbstractVarious studies outline the ‘digital disconnect’ that exists between the digital experiences that children have with technologies at home and at school. It is however important to document the increasingly multimodal technological world that young children are inhabiting. Framed by socio‐cultural and ecological theoretical perspectives, this case study of a 4‐year old girl investigates how the contexts surrounding the child impact the use of digital technologies and the differences, if any, between the two contexts. Participatory methods are used to gather data from the child participant in relation to her experiences, preferences and interactions with technology, which was triangulated with the views of one parent and her current educator. Qualitative data were analysed using thematic analysis. Four themes emerged as follows: technological uses and competences, child agency and participation, individual and collective funds of knowledge and bridging of children's lifeworlds. Findings indicated that the differences or digital disconnect between the home and the school are not necessarily perceived as negative or limiting, yet there is also room for fluidity and openness to explore these technological spaces as possibilities or bridges for children's participation, engagement and agency in the two lifeworlds. Practitioner notesWhat is already known about the topic The notion of digital disconnect between the home and the school characterises children's encounters with technology. Learning is culturally, historically and socially situated, and a result of participation and immersion in the cultural milieu through the mediation of social and cultural tools. What this paper adds Empirical evidence of young children's experiences of their multimodal lifeworlds through case study research. Understanding of a young child's perceptions on the use of digital technologies in the home and the school from her own lens using participatory methods with children. Realisation that at age 4, a child may already have developed clear distinctions between formal and informal spaces. Implications for practice and/or policy Implications regarding the ways early childhood settings may respond in light of findings related to how young children may regard the existence of a digital disconnect from a positive or neutral lens. Considerations around the need to give young children a voice before effecting changes to their learning spaces through participatory, child‐friendly methods, in concordance with a rights‐based approach. Suggestions on the role of the adults (parents and educators) in ensuring that young children are provided with opportunities to experience and use digital technologies for multiple purposes through modelling, scaffolding and creativity.

Digital Pathways to Wellness Among Youth in Residential Treatment: An Exploratory Qualitative Study

Digital media use is central for youth as a means to facilitate identity development, social connection, and vocational competence. Emerging literature suggests that the influence of digital media use is more nuanced than the contemporary risk/benefit discourse, particularly for youth who experience social and emotional vulnerability. This youth-centered, developmentally informed study attends to the gap in literature addressing the digital media use experiences among youth in residential treatment (RT). McCracken’s Long Interview Method was utilized to conduct and analyze in-depth interviews with youth ( n = 15) aged 13 to 18 in RT. The analysis involved movement from particular to general coding, applying categorical observations, and thematic comparison of transcripts. Consistent with existing literature on other youth populations, participants reported that digital media use had both beneficial and problematic implications for their well-being. Internet access decreased experiences of isolation and stigma and increased capacity to contend with marginalized identities (e.g., disability, Lesbian, Gay, Bisexual, Transgendered, Queer, Two Spirited Plus [LGBTQ2S+], child welfare guardianship). They reported that following an initial digital disconnect and stabilization, digital media use facilitated pathways toward agency, leadership, and community engagement (e.g., LGBTQ2S+ community, recovery blogs, animal advocacy). The findings suggest that supporting youth in RT to identify their online opportunities and needs can encourage individual growth, wellness, and participation in social change.

Understanding Physical Practices and the Role of Technology in Manual Self-Tracking

Self-tracking practices enable users to record and analyze their personal data. In recent years, non-digital forms of manual self-tracking, such as bullet journaling, have gained popularity. We conduct a survey (N = 404) and follow-up interviews (N = 18) to better understand users' motivations for physical tracking, the challenges they face with their current practices, and their perceptions of both digital and physical tracking tools. We find that for some users, physical practices are a structured and constructive creative outlet and a form of artistic expression. While the resulting physical artifacts may not easily enable retrospective reflection over long-term data, they preserve personal traces in a unique and tangible form that is meaningful to users. Moreover, the reflective power of physical tracking stems from the interaction with the physical materiality, the slow pace of these practices, the creative exploration they facilitate, and the associated digital disconnect. We conclude with design implications for future technologies, including ways digital tools might extend current physical practices and support richly reflective self-tracking.

Особливості та критерії оцінювання управлінських послуг залежно від типу транзакції

Особливості та критерії оцінювання управлінських послуг залежно від типу транзакції

A tale of two studies: TEL research and the theory-practice nexus

This paper explores the role of theory in two research studies conducted through a design-based methodological lens. Rejecting the binary distinction between interpretivist and positivist positions characterised by the paradigm wars, the authors ensured both that practical interventions were guided by relevant theoretical perspectives, and that the evaluation of these interventions subsequently informed the development of theory. In the first of these cases, a series of interventions introducing video-enhanced practice to two cohorts of undergraduate students was situated against a backdrop of both social and cognitive constructivist theories of learning, leading to the development of an integrated model of video-enhanced assessment and feedback. In the second case, a broad range of theoretical developments in the fields of social-constructivist, constructionist, contextualised, experiential and place-based learning informed the design of a series of outdoor mobile learning activities intended to enhance learner engagement of children with science topic work, leading to theoretical developments around digital capital and the digital disconnect. The paper argues that through embracing a pragmatist epistemology, design-based research offers a methodological approach underpinned by a symbiotic relationship between theory and practice in technology-enhanced learning research.Keywords: theory; practice; design-based research; DBR; video; assessment; feedback; mobile learning; outdoor settings; digital disconnect; mobile capitalPart of the Special Issue Debating the status of ‘theory’ in technology enhanced learning research

Keeping what real? Vinyl records and the future of independent culture

The revived popularity of vinyl records in the United States provides a unique opportunity for ‘rethinking the distinction between new and old media’. With vinyl, the new/old dichotomy informs a more specific opposition between digital and analog. The vinyl record is an iconic analog artifact whose physical creation and circulation cannot be digitized. Making records involves arduous craft labor and old-school manufacturing, and the process remains essentially the same as it was in 1960. Vinyl culture and commerce today, however, abound with digital media: the majority of vinyl sales occur online, the download code is a familiar feature of new vinyl releases, and turntables outfitted with USB ports and Bluetooth are outselling traditional models. This digital disconnect between the contemporary traffic in records and their fabrication makes the vinyl revival an ideal case example for interrogating the limitations of new and old as conceptual horizons for media and for proffering alternative historical formulations and critical frameworks. Toward that end, my analysis of the revitalized vinyl economy in the United States suggests that the familiar (and always porous) distinction between corporate and independent continues to offer media studies a more salient spectrum, conceptually and empirically, than new-old or analog-digital. Drawing on ethnographic research along vinyl’s current supply chain in the United States, I argue that scholars and supporters of independent culture should strive to decouple the digital and the analog from the corporate, rather than from one another. The pressing question about the future of vinyl is not, will there continue to be a place for analog formats alongside the digital; but rather, to what extent can physical media circulate independently of the same corporate interests that have come to dominate popular culture in its digital forms?

Understanding mobile digital worlds: how do Australian adolescents relate to mobile technology?

ABSTRACTVarious responses to the ideas of a digital disconnect between home and school include the call for a more thoughtful exploration of the relationship between formal and informal uses of technologies. Studies have indicated the complex and interacting influences on patterns of technology use at home and at school, including patterns of Web 2.0 use that do not align with common assumptions about the characteristics of current students. Together, these studies indicate that we need more nuanced insights into how today’s students relate to available digital technologies if we are to build appropriately on their experiences in education. The current research investigates quantitatively mobile digital practices and literacy as well as attitudes in over 1140 school students in the first years (7–10) of secondary education in Australia in order to enrich insights into these students as learners in contemporary classrooms. The implications of the research for teaching are discussed.

The hipster’s dilemma: What is analogue or digital in the post-digital society?

This article sets out to explore the phenomenon of willing digital disconnect by reconsidering and reworking some of the central ideas that currently fall under the umbrella of technological non-use. The presupposition of binary divisions between the dichotomies ‘users’–‘non-users’ and ‘analogue’–‘digital’ is put into question as the article explores the taking up of predigital technologies and the explicit and implicit disengagement from contemporary digital technologies. In short, this article asks: What does the contemporary revival of analogue technologies reveal about the social and material processes that constitute ‘use’, and what are the implications for the conceptual division of the terms analogue and digital? To answer these questions, the article draws on assemblage theory to describe the material and expressive performativity of social structure – that is, how individuals interact with technology. Empirical evidence comes from three illustrative cases where predigital technologies have replaced an existing digital alternative. Results emphasize the importance of understanding the material and expressive reconfigurations that underline technological use in a post-digital society in order to move beyond binary concepts such as analogue/digital or use/non-use as well as concepts such as the digital divide.

Bridging the digital disconnect: Exploring the views of professionals on using technology to promote young people's mental health.

The increasing role of online technologies in young people’s lives has significant implications for professionals’ engagement with technologies to promote youth mental health and well-being. However, relatively little is known about professionals’ views on the role of technologies in supporting youth mental health. This article outlines key findings from a needs assessment survey carried out in Ireland that sought to determine the views of professionals working with young people on the use of online technologies in supporting young people’s mental health and well-being.A total of 900 professionals from across the education, health, and mental health professions completed an online survey. The findings demonstrate the importance of the internet as a resource for professionals working with young people, with over 98% of those surveyed expressing a readiness to use online resources to support young people’s mental health. The nature of preferred online technologies differed according to professional groupings, however, 63% of overall respondents indicated they would look for help on a dedicated mental health website. Guidelines on working with young people and their parents on the promotion of positive mental were requested with the most frequency. Among the barriers identified were concerns about access to reliable information that was relevant to specific professional roles, and the need for organizational support of professionals’ use of online evidence-based resources. Concerns were also expressed that online resources could replace face-to-face support services for young people, and the need for training professionals in their appropriate use. The results highlight the potential role of technology in assisting professionals through the provision of online training, reliable information, and practical resources on the promotion of positive youth mental health.

Perceptions of inequalities in access and usage of ICT in Islamic faith schools

ABSTRACTAlthough the educational experiences of South Asian Muslim women have been studied, little is known regarding the role of technology and its effects on education in this population. This study explores the use of information and communication technologies (ICT) in British Muslim girls’ schools and its effect on learning. It uses primary data from semi-structured interviews with 14–19-year-olds in three Islamic faith schools. Template analysis was used to identify emerging themes. Participants had access to a wide range of technologies and applications; however, access was often limited to classroom settings. Participants also used subject-specific resources available from learning platforms, although this was not consistent across schools and subjects. The participants felt that the range of resources was limited because of their gender and religion, and wanted greater access to ICT, and more online collaboration and social communication. A didactic approach to instruction was prevalent and for many, exacerbated a ‘digital disconnect’. Our findings suggest that Islamic faith schools reinforce lack of home ICT use. The current didactic approach highlights differences with the student-centred pedagogical techniques of early Qur’anic schools. This study encourages a discussion of the challenges of open access to information, religious freedoms and ensuring equality of learning.

The Internet and Monopoly Capitalism

Robert W. McChesney, Digital Disconnect: How Capitalism Is Turning the Internet against Democracy (New York: New Press, 2013), 299 pages, $27.95, hardcover.Without question, the Internet has had a profound influence on the world. As with most technologies, debates rage over whether this development has been positive or negative. Celebrants proclaim with utopian fervor that a new age of democracy has arrived, allowing for decentralized communication, challenges to corporate control, and mass public participation in the most important decisions confronting humanity. Skeptics point to the ways the Internet has spread ignorance and misinformation instead of knowledge, undermined the ability of artists to earn a living, and exacerbated isolation, unhappiness, and alienation. While these arguments illuminate the potential benefits and drawbacks of the Internet, they tend to ignore or disregard the larger political economy within which the Internet exists. In Digital Disconnect: How Capitalism Is Turning the Internet against Democracy, Robert W. McChesney transcends these one-sided engagements, offering a nuanced analysis of the development of the Internet within the context of monopoly capitalism, revealing both the limitations of this technology in its current state and its massive potential.Click here to purchase a PDF version of this article at the Monthly Review website.