Posted by Samatha Calamari on Jan 15 2011

The latest buzz in education is the growth of online learning communities to address educational access. Through online offerings, education can be more affordable and have the capability to reach communities that otherwise couldn’t access quality institutions. Concurrently, as more students and educators move towards online learning as an alternative, issues of equality are emerging. The question arises, how can online learning close the educational access gap if there is still a great digital divide in low-income communities in the US and around the world.

Increased Enrollment: 

There is no doubt that instructional online learning is increasing. In their 2010 Class Differences: Online Education in the United States report, I. Elaine Allen, Ph.D. and Jeff Seaman, Ph.D. (Babson College) show that “twenty-one percent growth rate for online enrollments far exceeds the less than two percent growth of the overall higher education student population.” This growth proves that the option for online learning is becoming more mainstream and a serious consideration when making decisions about one’s education.

The report also states, “Three-quarters of institutions report the economic downturn has increased demand for online courses and programs.” Implying that online learning could have a positive impact on the economy by offering alternative ways for people to return to school, improve their skill base, and in turn feed these higher-level skills back into the workplace. However, who are the students able to take advantage of this opportunity? Is the population most gravely impacted by the economy unable to access these online courses and programs.
Access and connectivity:

According to the International Telecommunication Union, the proportion of households with Internet access at home in the US in 2009 was: 68.89% (rural 63.40%, urban 70.01%). While this percentage is high, it still means that 30% of the population cannot access online learning opportunities in their homes which is where most of these type of opportunities occur.

The majority of online learning platforms require a computer with a fast processor and newer operating system. In addition there is the issue of Internet access. Often there is also some type of video component to accompany a course, which requires a stronger connection to stream content as well as multi-media plugins like Flash, Java, etc. In some cases, platforms offer materials in downloadable form but this still requires online access and downloading the materials to a personal computer. There may also be software that requires downloading as well, or operating systems that are not compatible.

This is all to say that online learning platforms require much more than just having access to a computer. It usually means a sweep of your system to insure you have the correct software and plug-ins, a high-speed connection, and a high performing machine. So, even if people have computers they may not have machines that can handle what online courses require.

Confidence:

In addition, if exposure to computer use is limited, experience and skill levels are also limited. Therefore, confidence in seeking online learning opportunities can be low. Imagine how someone with limited computer skills would react if they saw a list of system requirements that included PHP 4.3.0 or higher or MySQL 3.23.0 or greater. Even a fairly tech savvy person can find those types of requirements intimidating. So, how can educators and content providers expect a population who has little-to-no experience with computers to embrace online learning offerings?
Addressing access:

Currently, there is a pilot program in US public schools attempting to address the issues of access and confidence among students and their parents. The Connected Learning program is currently rolling out its first stage in New York and Los Angeles. The program provides desktop computers for a number of 6^th grade students to improve the classroom to home connection. The computers come equipped with a number of software programs and offer a medium speed Internet connection for free (a broadband connection is also available at a discounted monthly price). After the two-year pilot program, teachers will be encouraged to continue to integrate the software and online connection into classroom and home learning environments.

“This as an opportunity to not only bridge the digital divide, but also support teachers to extend learning beyond the four walls of the classroom,” says Daniel Storchan, Ed-Tech Consultancy Director at AUSSIE Digital School Solution, Professional Development provider and grant partner. “There is a huge paradigm shift happening today in which educators are now recognizing the need to equip young people with the tools to successfully navigate online spaces as responsible digital citizens.”

By the end of a two-year period, the grant partners in New York City will work in 100 middle schools and there will be computers in 18,500 households which did not have them before. Beyond reaching the program’s 6th graders, parents and siblings will also have access to a resource that could bring education into their homes.

This is a small step towards closing the digital divide but one that will provide a  window into advantages and hurdles in introducing new technology and equipment to a population that has otherwise had limited exposure.

Conclusion:

As a solution to tackling access to education for an entire population, online learning has a long road ahead. But there are strategic steps that educational and content providers can take now to begin to widen the spectrum of participants.

When developing online learning systems and products, content should be short and sweet, have small file sizes and downloading options. There should be limited system requirements and no need to download or update any software.

The emphasis should be placed on the quality of content and not the bells and whistles of the platform. Simplicity will be the key ingredient in bridging the digital divide and one that will ensure a sustainable and effective approach to creating accessible educational tools for all.