oa The Journal of Independent Teaching and Learning - Bridging the digital divide through multiple layers of access



Drawing on data gathered from thirteen semi-structured interviews with disadvantaged students, this article describes the challenges faced by university students in accessing Information and Communication Technology (ICT) resources. Students are constrained by access to ICT on many levels: physical access, psychosocial access, epistemological access and content access. This suggests that curriculum designers planning to include ICT in a programme need to consider access in its broadest sense if they are to prevent students from being on the wrong side of the digital divide.


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