Manifestations of digital poverty identified during the Covid-19 pandemic and predicted impacts to quality of learning

The translation of communication from offline to online, during the COVID-19 pandemic, brought about a seismic shift in the representation of individuals and their environments, notably, in the field of education. A multinational qualitative study including 31 participants residing in various parts of the world, was undertaken to identify the emergent themes in digital communication in professional and educational settings.

Photo-elicitation interviews were conducted online and latent, abductive content analysis and thematic analysis revealed major themes supported by Ragnedda’s theories of digital capital including: Virtual Privilege (translation of privilege to online environments); Virtual Identity as a Performance (authenticity of self presentation online), and Digital Spaces (security, privacy and logistical concerns). Findings suggest the exacerbation of the digital divide between students from varying socio-economic backgrounds and resulting differences in self-presentation. The implications for learning environment design and student engagement are further highlighted.