Abstract:

This oral presentation will explore what distance and conventional universities can do to mitigate the barrier of digital poverty in entry-level learning. Aligning explicitly with the UK Office for Students’ aspirations to improve and enhance the learning experience of the most disadvantaged students, this scholarship (which had earlier origins) was galvanised by the impact of COVID-19. Over the last 18 months media coverage revealed a concern that the increasing proliferation of digital learning at all universities (amplified by lockdown) has intensified access and participation barriers for students impoverished by socioeconomic challenges.

This reflects the importance of digital capital as an aspect of learner disadvantage (Park, 2017) and increased understanding of intersectional disadvantage (Nichols & Stahl, 2019) through which digital disadvantage may add to pre-existing inequalities. The UK Quality Assurance Agency (2020) reported how institutional action against digital poverty correlates with greater student satisfaction and higher levels of attainment.

The authors synthesise data from research with Access students at the UK Open University into the digital barriers facing adult students returning to education. Challenges in relation to disposable income often compound obstacles intersecting with other aspects of disadvantage (Butcher & Rose-Adams, 2015) and a lack of confidence and inadequate digital readiness amongst learners from disadvantaged backgrounds seeking an Access entry route has been identified (Curry & Butcher, 2021, Fowle & Butcher, 2019, Butcher & Fowle, 2018). We identify key aspects of digital poverty which, if combined with lack of confidence in digital skills, can produce a toxic mix of digital exclusion.

Keywords:

Digital poverty, access.