Digital Disparities Research Articles

Unveiling Disparities: A Case of Digital Divide in Nepal

This research investigates the digital divide in Nepal, a country witnessing rapid growth in digital adoption. Despite impressive internet penetration rates, disparities persist, rooted in socio-economic factors such as income inequality, gender imbalances, educational disparities, and rural-urban distinctions. Drawing on international literature and employing logistic regression analysis on data from the 2022 National Demographic and Health Survey, the study reveals a significant correlation between socio-economic status (SES) and internet access. Results indicate that individuals with higher SES have a 3.92 times greater likelihood of internet access. Additionally, gender disparities emerge, with females exhibiting higher access probabilities. Urban residents and those with higher education levels also show an increased likelihood of internet access. The findings highlight the persistent digital divide in Nepal and emphasize the need for targeted interventions to promote digital inclusivity. This research contributes to international discussions on digital disparities, offering insights into the multifaceted nature of the digital divide and urging for equitable digital opportunities.

Migrant children’s digital divide in online learning during the Covid-19 pandemic: evidence from Stone School in Hangzhou, China

In this study, we examined the impact of online learning on children’s educational progress during the Covid-19 pandemic, particularly focusing on migrant children attending a primary school in Hangzhou, China. Through a combination of student and parent questionnaires (n = 537) and in-depth interviews with teachers and parents, we found that migrant children faced challenges such as poor connectivity, inadequate equipment, and lack of parental supervision when participating in online teaching. These challenges were exacerbated by pre-existing digital disparities and economic insecurities brought about by the pandemic, which further marginalised socially excluded families. As a result, children’s ability to benefit from online instruction was compromised, highlighting the urgent need for remedial assistance and support for these vulnerable populations.

Beyond COVID-19: assessment of learning loss on human capital

Purpose This study aims to investigate the effect of the COVID-19 pandemic on K-12 education using County level data. Design/methodology/approach The authors use County-level data and charts to look at enrollment, performance in different grade levels, poverty measures, access to internet, etc., to shed light on educational losses after the pandemic. Findings In remote education after the pandemic, access to the internet has emerged as the foundational element of educational equity. While declines in academic engagement during remote schooling affected many schools, the potential for learning loss was significantly higher in lower-income communities. A thorough examination of end-of-grade level assessment data revealed a concerning trend of declining Math and Language Arts performance post-pandemic. Research limitations/implications One of the major limitations that the authors have faced in this research is that the authors did not have access to the individual/household level data regarding the high-speed internet connection, household income, poverty level and other relevant socio-economic variables. That made it impossible to control for variables of interest, and hence a distinction between correlation and causation was not possible. Practical implications Learning loss implications can be potentially long-term and complex. Therefore, targeted and intentional interventions are essential to decrease the disparity gaps, increase resources and raise learning levels to exceed prepandemic outcomes. Such interventions can impact skill development and the potential for future economic success, both individually and collectively. Social implications The findings underscore the urgent need for targeted interventions to address the digital disparities intensifying learning loss in Clayton County, Georgia. Effective strategies must prioritize equitable access to internet resources and technology, particularly for students in high-poverty areas. By bridging these gaps, schools and communities can reduce the potential for long-term consequences of pandemic-induced learning loss and create pathways for a more equitable future in education. Originality/value The main idea of this paper is to compare and contrast the learning losses in K-12 education after the COVID-19 pandemic within neighboring counties and see if the digital divide and/or poverty had any impact on the extent of those learning losses.

Gender disparities in telehealth use among older adults in the United States during the COVID-19 pandemic

The coronavirus disease 19 (COVID-19) pandemic underscored the significance of telehealth as a health-care delivery method, particularly for the vulnerable older adult population. Nonetheless, disparities in accessing and utilizing telehealth services persist, influenced by demographic and socioeconomic factors such as gender. This study aims to investigate the utilization of telehealth services among older adults in the United States, focusing on gender-related disparities and associated factors. Using the Round 10 and COVID-19 supplement data from the National Health and Aging Trends Study, the study examined 3,257 participants (male: 42.06%; female: 57.94%). We compared the use of telehealth services before and during the pandemic and conducted a series of logistic regression models to assess factors linked to telehealth utilization by gender. Overall, there was a significant shift toward greater use of telehealth among females during the pandemic, with multimorbidity significantly influencing the relationship between gender and telehealth utilization. For males, those who had multimorbidity (odds ratio [OR] = 2.03; 95% confidence interval [CI] = 1.07 – 3.84), owned a tablet before COVID-19 (OR = 1.89; 95% CI = 1.13 – 3.14), and learned new technologies during the pandemic (OR = 2.29; 95% CI = 1.37 – 3.82) had higher odds of telehealth use. For females, those with worse self-reported health scores (OR = 1.28; 95% CI = 1.03 – 1.59), owned a tablet (OR = 2.07; 95% CI = 1.32 – 3.23), and learned new technology (OR = 3.37; 95% CI = 2.17 – 5.24) during the pandemic demonstrated increased odds of telehealth use. Gender-based differences in telehealth utilization were evident, highlighting the need for targeted interventions that enhance older adults’ access to telehealth services and mitigate digital disparities.

Digital Divide Among Medicare Beneficiaries and the Diabetes Prevention Program

IntroductionSuccessful delivery of the virtual Medicare Diabetes Prevention Program (MDPP) is influenced by a beneficiary's access to a computer and use of the Internet. MethodsUsing the 2020 nationally representative Medicare Current Beneficiary Survey, a three-level categorical dependent variable was created: (1) has a computer AND uses Internet, (2) has a computer OR uses Internet, and (3) has no access to either (reference group). A survey-weighted multinomial logit model was performed to examine associations between socio-demographics, comorbidities, and computer access and Internet use in 2023. ResultsOf study beneficiaries aged ≥65 years with BMI ≥25 kg/m2 and no history of diabetes (n=3,875), 70.8% had a computer AND used Internet; 14.3% had a computer OR used Internet; and 14.9% had no computer AND did not use Internet. Hispanics and non-Hispanic Blacks were less likely (OR=0.28, 95%CI [0.17-0.43]) than non-Hispanic Whites to have a computer AND use Internet. Beneficiaries with less education (<high school) were less likely to have a computer AND use Internet (OR=0.04, [0.03-0.06]) or have a computer OR use Internet (OR=0.21, [0.14-0.33]) than those with more than a high school education. Beneficiaries with lower incomes (<$25,000) were less likely to have a computer AND use Internet (OR=0.27, [0.20-0.35]) or have a computer OR use Internet (OR=0.58, [0.41-0.80]) than those with higher incomes (≥$25,000). ConclusionsApproximately 30% of potentially MDPP-eligible beneficiaries (representing ∼6 million beneficiaries) lacked full digital access. Efforts to encourage enrollment in the virtual MDPP must address digital disparities for beneficiaries at-risk for type 2 diabetes.

A system-wide approach to digital equity: the Digital Access Coordinator program in primary care.

The transition to digital tools prompted by the pandemic made evident digital disparities. To address digital literacy gaps, we implemented a system-wide digital navigation program. The Digital Access Coordinator (DAC) program consists of 12 multilingual navigators who support patients in enrolling and using the patient portal and digital tools. We implemented the program in our primary care network which consists of 1.25 million patients across 1211 clinicians. From May 2021 to November 2022, the DACs completed outreach to 16045 patients. Of the 13413 patients they reached, they successfully enrolled 8193 (61%) patients in the patient portal. Of those patients they enrolled, most patients were of Other race, Hispanic ethnicity, and were English-speaking (44%) and Spanish-speaking patients (44%). Using our embedded model, we increased enrollment across 7 clinics (mean increase: 21.3%, standard deviation: 9.2%). Additionally, we identified key approaches for implementing a digital navigation program. Organizations can support patient portal enrollment, a key part of digital health equity, by creating and prioritizing digital navigation programs.

The Impact of Virtual Teaching and Learning on Skill and Knowledge Acquisition in the Training of Health Professionals

This paper aims to examine how virtual teaching and learning affect the acquisition of skills and knowledge among healthcare professionals in Ghana using the SWOT framework and socio ecological model. The findings indicate that virtual teaching offers benefits such as improved accessibility, flexibility, cost effectiveness and opportunities for expanding training using technologies. However challenges were noted in skill development and digital disparities. Threats included declines in competency and sustainability issues. The socio ecological perspective emphasized how factors across levels are interconnected. In conclusion the combined analysis using SWOT and socio ecological models provides an understanding of how virtual teaching impacts healthcare education in Ghana. Recommendations include investing in infrastructure training faculty members and supporting learners better; promoting collaboration among healthcare professionals; well as establishing quality assurance measures and plans, for long term sustainability. The study provides guidance on how to enhance the execution and impact of virtual education programs, in training health professionals. The results guide the development of policies based on evidence, allocation of resources and collaboration across sectors to establish an enduring policy framework for virtual healthcare professional education in Ghana.

The Impact of Virtual Teaching and Learning on Skill and Knowledge Acquisition in the Training of Health Professionals

This paper aims to examine how virtual teaching and learning affect the acquisition of skills and knowledge among healthcare professionals in Ghana using the SWOT framework and socio ecological model. The findings indicate that virtual teaching offers benefits such as improved accessibility, flexibility, cost effectiveness and opportunities for expanding training using technologies. However challenges were noted in skill development and digital disparities. Threats included declines in competency and sustainability issues. The socio ecological perspective emphasized how factors across levels are interconnected. In conclusion the combined analysis using SWOT and socio ecological models provides an understanding of how virtual teaching impacts healthcare education in Ghana. Recommendations include investing in infrastructure training faculty members and supporting learners better; promoting collaboration among healthcare professionals; well as establishing quality assurance measures and plans, for long term sustainability. The study provides guidance on how to enhance the execution and impact of virtual education programs, in training health professionals. The results guide the development of policies based on evidence, allocation of resources and collaboration across sectors to establish an enduring policy framework for virtual healthcare professional education in Ghana.

Digital divide in the Middle East and North Africa: Introduction to the special issue

Despite having high literacy rates and a robust digital infrastructure, the Middle East and North Africa (MENA) region still faces digital inequalities. This collection of articles explores the complexities of digital disparities within MENA, taking into account cultural, economic, and historical factors. Each article in this section examines the impact of digital inequality on society, the economy, and culture, emphasizing the need for context-specific approaches. The goal of this thematic issue is to encourage international study and address social challenges stemming from digital divides in MENA by critically discussing digital disparities and their effects.

Is Too Much Time on the Internet Making us Less Satisfied with Life?

AbstractThe Internet’s profound impact on society, communication, and the global economy is undeniable. Despite the studies on Internet adoption and frequency of use, little attention has been given to the intensity of usage as measured by the time spent online. In highly developed countries like the European ones, bridging the access gap is nowadays less relevant, as almost everyone has Internet access. Instead, the focus should be on analysing usage intensity to uncover new digital disparities among different groups and understand potential impacts on individuals' subjective well-being (SWB).This study aims to deeply examine Internet usage time, its socioeconomic determinants, and its effects on SWB using data from the European Social Survey (ESS) spanning from 2016 to 2020–22 in 21 European countries. We seek to answer two research questions: (1) How do individuals' characteristics influence Internet usage intensity? (2) What is the impact of Internet usage intensity on individuals' SWB?Our findings show inequalities in Internet usage time driven by individuals' socioeconomic and sociodemographic characteristics. Traditionally disadvantaged groups, both offline and online, exhibit lower Internet usage time, consistent with the existing literature on the digital divide. As for the effect of intensity of Internet use on SWB, after accounting for individuals' characteristics and addressing Internet's endogeneity, we found a negative and significant relationship between Internet usage intensity and life satisfaction, especially for the most intensive internet users.

Digital Inequalities and Student Engagement in Higher Education

During the COVID-19 pandemic, education systems worldwide were forced to shut down and transition to online learning. While distance learning and digital technology offer a practical solution to mitigate the negative effects of university closure, there is also a risk of exacerbating the pre-existing digital disparities by reducing opportunities for those from less privileged backgrounds. China, as one of the first education systems to experience system-wide closure during the COVID-19 crisis, adopted emergency online learning, following a policy entitled Suspending Classes Without Stopping Learning. In the past three years, we have witnessed a growing number of studies on students’ online learning experiences. However, most of these studies have focused on a behavioural perspective which centres on student behaviour and effective institutional practices, thereby neglecting the exploration of broader sociocultural contexts that may influence student experiences. Moreover, the majority of empirical studies have laid particular emphasis on quantitative measures of student engagement through large-scale surveys, while very limited studies have explored in-depth factors that influence student engagement. This short paper offers a brief overview of an ongoing research project that focuses on exploring the day-to-day digital practice of students in two different types of universities in China. Adopting a digital ethnographic approach including visual methods, online observations, semi-structured interviews and comparative ethnographic analysis, this study aims to provide a detailed qualitative understanding of student experiences working with digital technologies in both research-oriented universities and teaching-oriented universities. Throughout the theoretical discussion of different approaches to digital inequalities, this paper hopes to stimulate thinking about the forms of the digital divide that might exist in higher education and ultimately contribute to both academic and policy debates on the subject. By exploring the different meanings of student engagement, this paper exhibits some of the challenges and issues relating to conceptualising and measuring student engagement in the digital age. It is hoped that this paper will bring insights into reframing and conceptualising student engagement from a socio-material perspective that moves away from the dominance of behavioural and quantitative studies. The finding of this study will contribute to providing a nuanced understanding of the relationship between initial socioeconomic inequalities, differences in student engagement and resulting inequalities in post-higher education, which will potentially inform future educational practitioners and scholars alike in developing effective strategies to enhance student learning experiences in the digital sphere.

Digital disparities beyond the stably housed: Researching global homelessness and mobile media

As the study of mobile media and communication matures, an important expansion in focus is to explore the experiences of people and communities living on the peripheries of social and economic power. In this special issue, we ask what happens when the stability of the “home” is pulled out from under our assumptions of mobile media and communication, as well as what happens when we shift our attention to the Global South. Additionally, mobility has a special relation to homelessness and, in turn, to media that is mobile. It enters both as a resource and a liability for the unstably housed in contexts around the globe. Tackling this combination of mobility, media, and homelessness, this special issue asks: What kind of opportunity is a mobile device for those who lack stable shelter? How do different experiences and drivers of homelessness interact with the possibilities of mobile media? What are communities and institutions doing to provide assistance to those at risk of, or experiencing, homelessness through mobile technologies? The articles gathered in this issue draw attention to homelessness as a set of diverse experiences with significant consequences for well-being and unique connections to mobile media. The authors challenge the taken-for-granted focus on the stably housed by studying those without access to the same basic need. We take an international perspective on contemporary homelessness to foreground its global existence and diverse expressions across a range of national contexts, and to challenge the predominant focus on North America and Western Europe in existing literature.

Challenges and Adaptations in Remote Teaching: Insights from Rural Educators in Indonesia

This research focused on the experiences of rural math educators in Indonesia during the pandemic period. The study investigated the challenges encountered by math teachers with varying levels of experience in remote instruction, spanning from beginners to veterans with over 15 years of teaching experience through surveys and interviews. The study utilized a mixed-methods approach which involves combining qualitative and quantitative research methods to achieve a more comprehensive understanding of the challenges encountered by math teachers in remote settings. The findings highlighted common challenges such as poor internet connectivity, limited student access to devices, and decreased student engagement in remote lessons. Despite these challenges, rural math educators have implemented innovative strategies, utilizing diverse online platforms to enhance student participation. Additionally, this study discovered the impact of remote teaching on educators' professional growth as they adapt to new technologies and teaching methods. As schools have transitioned back to in-person learning, the insights underscored the importance of addressing digital disparities and providing educators with the necessary support to navigate future disruptions in the educational landscape.

BEHAVIORISTIC LEARNING THEORY AND STUDENT MOTIVATION: IMPLICATIONS FOR ONLINE LEARNING DURING THE COVID-19 PANDEMIC

The Covid-19 pandemic has profoundly impacted education in Indonesia, necessitating the adoption of distance learning strategies. This shift, initially prompted by the pandemic's spread, introduced challenges such as decreased student motivation, technical hurdles, and digital disparities. Drawing upon Behavioristic Learning Theory, which emphasizes stimulus-response dynamics and reinforcement, it becomes evident that student motivation is pivotal in the learning process. During the pandemic, online learning witnessed fluctuations in student motivation, initially marked by heightened interest but later dampened by challenges like poor internet connectivity. Moreover, the transition from face-to-face to online learning underscored the significance of external factors, including the learning environment and support systems, in shaping student motivation. Government initiatives to address these challenges included providing online platforms, internet quotas, and adjusting learning policies. While online learning proved effective during the pandemic, it also highlighted the need for innovative approaches to sustain student engagement and motivation. Factors like parental involvement, teacher creativity, and student interest emerged as crucial determinants of motivation. As education continues to evolve, there is a pressing need to adapt learning strategies to meet diverse student needs, whether through online, offline, or hybrid approaches. Fostering intrinsic motivation and creating supportive learning environments remain paramount for ensuring optimal learning outcomes amidst the challenges posed by the pandemic and beyond.

Examine the Digital Disparity among High School Students in Chosen Provincialized Higher Secondary Schools and Selected Private Junior Colleges Within the Lakhimpur District of Assam

This study investigates the existing digital divide among higher secondary students in selected provincialized higher secondary schools and private junior colleges in the Lakhimpur District of Assam. The research also proposes measures to address the identified digital disparities. Data were gathered through a survey method employing questionnaires. The findings reveal a significant digital divide among students, with private junior college students exhibiting greater internet usage compared to their provincialized school counterparts. Additionally, within various academic streams, Science students demonstrate higher awareness of internet usage than Arts students. Provincialized higher secondary school students cite the unavailability of internet facilities in their schools, homes, and localities as the primary reason for not using the internet. Lack of access, interest, training, and perceived lack of necessity are identified as other reasons for non-usage. The study concludes with recommendations aimed at closing the digital gap.

Review article: Telecare in gastroenterology-Within the COVID-19 pandemic and beyond.

Telehealth is a growing model of care, greatly accelerated with the demands of the COVID-19 pandemic. Telecare is a synchronous audio-visual or audio-only format of health delivery. To evaluate the existing literature on telecare within adult gastroenterology subspecialties to determine if outcomes are comparable to traditional in-person consultations and to highlight the Pokapū Network, a local initiative in the Lakes Region of New Zealand, amongst these international findings. We completed an OVID MEDLINE search using the terms gastroenterology, endoscopy, digestive system, inflammatory bowel disease, functional, hepatology, liver, telemedicine, telehealth, videoconferencing, remote consultation, video clinic and telephone clinic. Patients showed positive attitudes towards telecare and, in several reports, would elect to have telecare consults in the future. Telecare reduces travel time and out-of-pocket costs for patients and the need for patients to take time off work. Generally, patients engaging with telecare show equivalent health outcomes to patients engaging with traditional models of care. Patients from ethnic minority groups or lower socio-economic backgrounds, or who are older, are less likely to complete a 'successful' telecare consult. Telecare is a useful model of care to allow gastroenterology centres to function within the context of COVID-19 isolation and beyond. It has significant benefits for patients who face geographical and financial barriers to accessing healthcare. Telecare models such as the Pokapū Network hold promise in reducing inequities for gastroenterology patients. Such models must be introduced with consideration of digital disparities that exist amongst patients to avoid worsening the digital divide.

Digital Divide and Financially Marginalized Communities: Strategies for Implementation of NEP 2020

The advent of the digital age has brought unprecedented opportunities for education, yet it has also exacerbated the digital divide, disproportionately affecting financially marginalized communities. This research paper delves into the intersection of the digital divide and financially marginalized communities within the framework of the National Education Policy (NEP) 2020 in India. The study investigates strategies for implementing NEP 2020 to bridge the digital gap and ensure equitable access to educational opportunities for these communities. Drawing upon existing literature and empirical evidence, this paper delineates the multifaceted nature of the digital divide, encompassing factors such as access to technology, digital literacy, and connectivity challenges faced by financially marginalized communities. It critically examines the provisions and objectives of NEP 2020 related to digital education, analyzing their potential to address the digital disparities among marginalized groups. Furthermore, this research scrutinizes innovative approaches and best practices for implementing digital initiatives under NEP 2020, including the deployment of digital infrastructure in underserved areas, tailored digital literacy programs, and community engagement strategies. It explores the role of government policies, private sector partnerships, and civil society initiatives in leveraging technology to empower financially marginalized communities in education. Additionally, the paper discusses the challenges and barriers hindering the effective implementation of digital inclusion strategies under NEP 2020, such as affordability issues, cultural barriers, and infrastructural limitations. Through a comprehensive analysis, this study aims to provide insights and recommendations for policymakers, educators, and stakeholders to design and implement sustainable strategies for bridging the digital divide and fostering digital equity among financially marginalized communities in the context of NEP 2020.

Digital Disparities: How Artificial Intelligence Can Facilitate Anti-Black Racism in the U.S. Healthcare Sector

Digital Disparities: How Artificial Intelligence Can Facilitate Anti-Black Racism in the U.S. Healthcare Sector

Perspectives of community-based organizations on digital health equity interventions: a key informant interview study.

Health and healthcare are increasingly dependent on internet and digital solutions. Medically underserved communities that experience health disparities are often those who are burdened by digital disparities. While digital equity and digital health equity are national priorities, there is limited evidence about how community-based organizations (CBOs) consider and develop interventions. We conducted key informant interviews in 2022 purposively recruiting from health and welfare organizations engaged in digital equity work. Nineteen individuals from 13 organizations serving rural and/or urban communities from the local to national level participated in semi-structured interviews via Zoom regarding their perspectives on digital health equity interventions. Directed content analysis of verbatim interview transcripts was conducted to identify themes. Themes emerged at individual, organizational, and societal levels. Individual level themes included potential benefits from digital health equity, internet access challenges, and the need for access to devices and digital literacy. Organizational level themes included leveraging community assets, promising organizational practices and challenges. For the societal level, the shifting complexity of the digital equity ecosystem, policy issues, and data for needs assessment and evaluation were described. Several example case studies describing these themes were provided. Digital health equity interventions are complex, multi-level endeavors. Clear elucidation of the individual, organizational, and societal level factors that may impact digital health equity interventions are necessary to understanding if and how CBOs participate in such initiatives. This study presents unique perspectives directly from CBOs driving programs in this new arena of digital health equity.

Developing user personas to capture intersecting dimensions of disadvantage in older patients who are marginalised: a qualitative study.

Remote and digital services must be equitable, but some patients have difficulty using these services. Designing measures to overcome digital disparities can be challenging for practices. Personas (fictional cases) are a potentially useful tool in this regard. To develop and test a set of personas to reflect the lived experiences and challenges that older people who are disadvantaged face when navigating remote and digital primary care services. Qualitative study of digital disparities in NHS community health services offering video appointments. Following familiarisation visits and interviews with service providers, 17 older people with multiple markers of disadvantage (limited English, health conditions, and poverty) were recruited and interviewed using narrative prompts. Data were analysed using an intersectionality lens, underpinned by sociological theory. Combining data across all participant interviews, we produced personas and refined these following focus groups involving health professionals, patients, and advocates (n = 12). Digital services create significant challenges for older patients with limited economic, social, and linguistic resources and low digital, health, or system literacy. Four contrasting personas were produced, capturing the variety and complexity of how dimensions of disadvantage intersected and influenced identity and actions. The personas illustrate important themes including experience of racism and discrimination, disorientation, discontinuity, limited presence, weak relationships, loss of agency, and mistrust of services and providers. Personas can illuminate the multiple and intersecting dimensions of disadvantage in patient populations who are marginalised and may prove useful when designing or redesigning digital primary care services. Adopting an intersectional lens may help practices address digital disparities.