The Digital Divide – Barriers to e-learning FINAL REPORT

1 Contextual issues 4 1.1 Defining the Digital Divide 1.1.1 Project framework 5 1.1.2 Definitions 6 1.1.3 E-learning – a supply or demand driven process? 7 1.1.4 Digital literacy 7 1.2 Quantifying the Digital Divide 9 1.2.1 Connectivity in the wider Australian community 1.2.2 Online delivery in the VTE system 10 1.3 Benefits from bridging the Divide 10 2 Barriers sustaining the Divide 12 2.1 Connectivity-related barriers 13 2.2 Capability-related barriers in the VTE system 14 2.3 Content-related barriers in the VTE system 16 2.3.1 Pedagogy – achieving 'fit' between technology and Learning 17 2.3.2 The importance of support to accompany delivery of content 19 2.4 Barriers affecting specific VTE target groups 20 2.4.1 People of Aboriginal and Torres Strait Islander Background 23 2.4.2 People with a disability 25 2. 4. 3 W o m e n l e a r n e r s 26 3 Bridging the Digital Divide 27 3.1 Addressing preconditions and readiness for online learning 28 3.2 Learner-centred design and delivery 29 3.3 Collaboration and partnership approaches 33 3.4 Structural change to achieve capability at the VTE system level 34 4 Conclusion 36 Bibliography 39 The Digital Bridge Unit commissioned a study to evaluate the barriers to e-learning opportunities for women, people with a disability and indigenous people in metropolitan and regional areas. The study is designed to provide a better understanding of those barriers and recommendations to overcome them and to explore gaps in three factors associated with the Digital Divide – 1 Connectivity (infrastructure and affordable access to the Internet) 2 Capability (skills, confidence and recognition of value in using the Internet) 3 Content (relevant, useful and accessible information and services online) A number of research questions have been designed to guide the study, including the following – ⇒ How are different sections of the population disadvantaged by inadequate connection to the Internet? ⇒ What determines individual disconnectivity? ⇒ Does access to community IT centres enable those without alternative access to take advantage of online learning opportunities? ⇒ Are the relevant training opportunities available online, and do they deliver the required outcomes? The study has three main components – o A search and review of existing literature and analysis of trends. o Qualitative research involving key stakeholder interviews. o Analysis and reporting on the findings emerging from the literature review and qualitative research. The method used to explore the issue of barriers to …