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首页> 外文期刊>Communications of the Association for Information Systems >E-Learning and the Digital Divide: Perpetuating Cultural and Socio-Economic Elitism in Higher Education
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E-Learning and the Digital Divide: Perpetuating Cultural and Socio-Economic Elitism in Higher Education

机译：电子学习和数字鸿沟：高等教育中文化和社会经济精英化的延续

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Education is often seen as a route to full participation in society, and widening participation in education and lifelong learning as a way of including those who are currently excluded from many of the benefits of society. The use of learning technology (e-learning) is perceived by national governments, the European Union (EU), and academic institutions as a means of widening participation in higher education by enabling participation by nontraditional students. E-learning is perceived as lowering barriers of time and place to enable nontraditional students to attend campus-based education while accessing resources at a time and place of their choosing. Yet, there is dissonance between the espoused belief of governments the EU and academic institutions, in e-learning as a means of widening participation, and the reality of e-learning implementation. The digital divide refers to the gap between those who have access to the information technology, and those who do not. This research finds that the digital divide is not adequately addressed by higher education institutions, with some students financially unable to afford technology and broadband access, others lack the skills to engage with learning technology, and some are culturally less able to benefit from technological enrichment. It also finds gender and generational differences disenfranchising some students. In order to address this situation it will be necessary to first acknowledge that the problem exists.
机译：人们通常认为教育是充分参与社会的途径，扩大对教育和终身学习的参与是一种将目前被排斥在社会许多利益之外的人包括在内的方式。各国政府，欧盟（EU）和学术机构都认为学习技术（电子学习）的使用是通过允许非传统学生参与高等教育来扩大其参与程度的一种手段。电子学习被认为降低了时间和地点的障碍，使非传统学生能够在选择的时间和地点访问资源的同时接受校园教育。但是，欧盟政府和学术机构对电子学习的广泛支持与广泛的实践之间存在分歧，电子学习是扩大参与范围的一种手段。数字鸿沟是指可以使用信息技术的人与不能使用信息技术的人之间的差距。这项研究发现，高等教育机构未能充分解决数字鸿沟，一些学生在经济上负担不起技术和宽带接入的费用，另一些学生则缺乏与学习技术互动的技能，有些人在文化上无法从技术丰富中受益。它还发现性别和代际差异剥夺了某些学生的权利。为了解决这种情况，必须首先确认该问题存在。

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