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Determinants of digital inequality in universities: the case of Ecuador ARTICLE

, Universidad Tecnica Particular de Loja ; , Universitat Oberta de Catalunya

Journal of e-Learning and Knowledge Society Volume 11, Number 3, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association

Abstract

The digital divide was initially defined by socioeconomic variables, mainly the level of family income, but now it focuses on how the Internet is used and is called digital inequality. In the case of universities, recent studies have pointed to the existence of patterns that are dependent on a variety of socioeconomic variables. This article analyses the effect that the level of family income, gender and age of students from five Ecuadorian universities has on Internet use for academic activities and entertainment purposes. In the procedure applied to a sample of 4,697 students, factor analysis was used to reduce the data, and multivariate logistic regression was used to estimate the relationships. The results show that the higher the level of family income, the better the technology use for academic activities. Regarding entertainment, the level of income does not determine the intensity of technology use, though it does determine the types of tool that students use. With reference to gender, men have a greater tendency to use technology for entertainment, but there is no difference between genders when it comes to academic uses.

Citation

Torres-Diaz, J. & Duart, J. (2015). Determinants of digital inequality in universities: the case of Ecuador. Journal of e-Learning and Knowledge Society, 11(3),. Italian e-Learning Association. Retrieved October 22, 2018 from .

Keywords

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Cited By

  1. Inclusive digital online environments as a device for pedagogic differentiation: a taxonomy proposal

    Anglica Monteiro, Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Education Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal/ RECI- IP; Carlinda Leite, Centre for Research and Intervention in Education (CIIE), Faculty of Psychology and Education Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal

    Journal of e-Learning and Knowledge Society Vol. 12, No. 4 (Sep 27, 2016)

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