‘Digital poverty’ risks leaving students behind, says the Office for Students

Students’ ability to study from home is being disrupted by a lack of access to technology, a new report from the Office for Students (Ofs) shows.

Its poll of almost 1,500 students found that more than half of respondents had their learning impacted by slow or unreliable internet connection, while eight per cent said they were severely affected.

Seven out of ten said they lacked access to a quiet place to study, with 22% severely affected. More than half — 56% — said they lacked access to online course materials, with nine per cent severely impacted.

Almost one in five — 18% — were impacted by a lack of access to a device such as a computer, laptop or tablet.

The findings were published as Sir Michael Barber, the OfS chair, launched a major review of digital teaching and learning in higher education in England. It will examine the the relationship between digital poverty and students’ academic experience as part of its remit.

The review will also consider how digital technology has been used to deliver remote education since the pandemic started; how high-quality digital teaching and learning can be delivered at scale in the future; and the opportunities that digital education presents for universities in the medium and long term. It will draw on examples of successful online teaching from the UK and overseas, particularly during the lockdown.

Sir Michael said: “‘Since the beginning of the pandemic universities have been working hard to deliver high-quality education in extremely difficult circumstances. I’ve have been repeatedly impressed by their innovation and ingenuity. Likewise, students have shown great flexibility and dedication to their studies throughout.

“With this unprecedented disruption comes an opportunity. In a short space of time many universities and colleges have significantly developed the digital teaching and learning options they offer students. It is critical that we build on this progress — identifying what has worked well in recent months, what methods could be enhanced further, and identifying long-term opportunities for innovation that will benefit generations of students into the future.

“However, it is no use making these strides if there are students who cannot access digital resources effectively. As the polling shows, there remain a significant number of students whose access to remote education is being disrupted — sometimes severely — by poor access to core digital infrastructure. And there remains critical progress to be made in closing persistent gaps in broadband speeds between urban and rural areas.”

Sir Michael said the OfS had already set universities and colleges “ambitious targets” on improving access for disadvantaged students and progress was being made.

“As digital teaching and learning is increasingly embedded in higher education, we cannot risk students being left behind in the rush for online innovation,” he added. “That is why I have put an examination of the impact of digital poverty at the heart of this review and will ensure that the recommendations we make will have student access at their core.”

The OfS is now calling for evidence and seeking responses from those involved in the delivery and design of digital teaching and learning, such as teachers and administrators, as well as students’ unions. The information received will help inform the recommendations of the digital teaching and learning review and to identify case studies.

The OfS survey of students also asked about the success of course delivery during the pandemic.

It showed that 51% of students were satisfied with the quality of their teaching during the pandemic, compared with 34% who expressed dissatisfaction. Students who had live online lectures tended to view their teaching more positively than those taught with old recorded lectures or written slides. Other key findings showed that:

· 68% of students agreed that they were able to communicate with staff when necessary, compared to 19% who disagreed

· 61% agreed that their university’s approach to assessment has been made clear, compared to 26% who disagreed

· 60% agreed that changes to their course were communicated effectively, compared to 28% who disagreed

· 46% of students were satisfied with their overall course experience, compared to 43% dissatisfied.

In April, the OfS released guidance on maintaining quality and standards during the pandemic. It said that universities and colleges should make all reasonable efforts to provide teaching and support for students that was broadly equivalent to normal arrangements and consider how online teaching can be used to deliver existing courses. Universities should also assess students’ achievement reliably but flexibly and provide clear communications to students.