Abstract:
Digital divide is the gap in social and economic equality that occurs when some
segments of a given population do not have equal access to Information and
Communications Technology (ICTs) and reliable high-speed internet service. The
digital divide is problematic because it creates a disparity in social and economic
opportunities between people who have access to ICTs and those who do not. This
study investigates digital divide among undergraduate students of the Ghana Institute
of Journalism (GIJ) during the COVID-19 era. The study also examines the forms of
digital divide, the strategies deployed by the students in response to the forms of
digital divide encountered as well as the implications of the divide on students’
learning at GIJ. The study applied the Resources and Appropriation Theory of the
Diffusion, Acceptance and Adoption of New Technologies to help explore the
phenomenon of digital divide encountered by undergraduate university students. The
study used the qualitative approach, employed the case study design and gathered data
through interviews and focus group discussions conducted with students of GIJ. The
study found that access, usage, financial, connectivity and motivation divides were
faced by the students. The study also found that while some students sought for
information as a strategy to curb the digital divide encountered, others saved money,
relocated to areas with stable internet connectivity and some others motivated
themselves. The study also revealed unfair competitive advantage, poor performance,
lack of understanding and inconvenience in learning as some of the implications of
the divide among students. The study concludes that indeed digital divide exists
among undergraduate students of GIJ and it may deepen if effective measures are not
put in place. The study recommends that students, universities and governments
should all make a conscious effort and collaborate productively at all times to help
curb the divide.
Description:
A Thesis in the Department of Development Communication, School of
Communication and Media Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Development Communication)
in the University of Education, Winneba.
