Digital divide in the Digital Age - A qualitative study of distance learners of IGNOU

Oct 15, 2026

Uploaded by Mabel

The digital age has expanded opportunities for open and distance learning, yet it raises the question of whether going digital deepens existing social inequalities. This qualitative study examines levels of digital divide and digital inequality among learners at India’s National Open University (IGNOU). Results indicate basic access to devices and internet, but quality access differs. Learners appear confident with technical operations, while critical digital information skills remain limited, and online harm protection is mainly device- and scam-focused, leaving gaps in safety, security, wellbeing, and mental health.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Highlights

What is already known about this topic

What this paper contributes

Implications for theory, practice and/or policy

Introduction

Digital divide in the Digital Age – A qualitative study of distance learners of IGNOU Kaikho Ashuni Abstract: The digital age has opened up new and exciting opportunities for Open and Distance Learning (ODL) in universities. But, is going digital reinforcing the existing social inequalities? This qualitative research examines the three levels of digital divide and digital inequality among learners at India’s National Open University, IGNOU. The findings suggest an existence of a basic level of accessibility to both digital devices and internet connection among the learners. However, when considering the quality of access, there is a gap between those with the bare basics, and those with multiple devices and good connectivity. On the face of it, all the learners appear to be frequent and comfortable users of these technologies, but their skills seem to be limited only to technical and operational aspects. When considering skills related to digital information, critical information, social and content creation, it is not as obvious and mostly doubtful. The findings further suggest that most learners’ strategy to safeguard from online harm are limited to protecting devices from viruses and financial scams. There is uncertainty regarding avoiding harm from a personal safety, security, wellbeing, and mental health point of view. Keywords: digital divide, digital inequality, distance learners, digital age, digital literacy, digital skills, IGNOU, internet usage, online activities, educational technology. Highlights What is already known about this topic: • Digital divide discourses have moved from issues of physical access to questioning who benefits the most from the digital world and who is getting left behind. • Existing social inequalities are often replicated as digital inequalities in the online world What this paper contributes: • In the context of learning, this paper presents some understanding of where today’s ODL learners stand as they study in a highly digitized environment. • The study draws attention to the need for digital skills beyond technical and operational skills Implications for theory, practice and/or policy: • Highlights the role ODL institutions can play in providing quality learning materials in different formats. • The need to examine, provide guidance and necessary help to those who may be getting left behind as learning becomes more and more digital Introduction Distance Education was started as a way to provide access to education for the deprived, underrepresented, and disadvantaged. Because, in most societies, they are the ones without the opportunity or the resources to receive on-campus education in conventional institutions. The use of Information and Communication Technology (ICT) was seen as a possible tool for providing access and reaching these unreached. Huge infrastructures were built to facilitate these processes. However, reality was far from the ideal, as challenges of access and optimal use of these technologies plagued the system. The digital revolution of the 21st century brought back a renewed sense of hope for learning possibilities. On the surface, affordable smart mobile devices with internet facilities seem to have solved the issue of access to a large extent. Saykılı (2018) observed that, “the impact of the new media, particularly digital connective technologies to deliver courses from a distance has triggered a new interest towards open and distance learning opportunities including the advent of Open Education Resources (OER) and Massive Online Open Courses (MOOCs) that attempt to provide learning access to a wider audience”(p. 2) . Given this renewed hope, policies, governments, businesses, and institutes are pushing towards a digital solution to many of the learning issues, particularly in the developing countries. To a great extent , the COVID-19 pandemic triggered a shift to online learning by opening the world to see distance learning as an ac

FAQs

What does the study investigate about IGNOU distance learners in the digital age?

It examines the three levels of digital divide and digital inequality among IGNOU learners, focusing on access, quality of access, and aspects of digital skills and online harm protection.

What differences did the findings show regarding learners’ internet and device access?

The findings suggest basic accessibility to devices and internet connection for most learners, but a gap remains when considering access quality between those with only basic provisions and those with multiple devices and good connectivity.

How do learners’ digital skills and online safety strategies appear to be limited?

Learners’ confidence seems restricted to technical and operational use. Skills related to digital information, critical evaluation, social engagement, and content creation are less obvious and mostly doubtful. Protection strategies focus mainly on preventing viruses and financial scams, with uncertainty about broader personal safety, security, wellbeing, and mental health.

Oct 15, 2026

Uploaded by Mabel