Exploring Online Learning and the Digital Divide: Perceptions and Challenges Among Students at Saudi Universities Post-Covid-19

Abstract

Background: The digital divide limits opportunities for individuals with limited internet access and digital literacy. The COVID-19 pandemic's increased reliance on digital technologies meant that the pre-existing disparities in digital access and utilisation were exacerbated, especially for disadvantaged populations. Aims: This study aimed to establish the nature, extent, and impact of the digital divide on e- learning experiences among Saudi university students based on students’ perspectives. Methods: Through a mixed study approach, utilising a questionnaire with both open-ended and closed-ended questions data was collected via WhatsApp. Results: Findings reveal that, although most university students have access to digital devices, the quality of these devices varied, and the quality of access varied. Additionally, most students had a high digital literacy rate. However, despite the convenience of online learning, the respondents revealed that online learning was not as effective. Conclusion: To improve learning effectiveness, digital equality needs to focus not only on technology access but also on the quality of access. Overall, this study echoes concerns about the effectiveness of online education due to rapid digitisation during the pandemic, as successful online education depends on access, quality of access, and digital literacy.