The Digital Divide of E-Learning

E-learning and online classes are a major component of secondary and post-secondary education in the 21st century. With all of the technological advancements being created and manipulated, concerns over the use of computers and the Internet have been expressed. A primary issue with using the computer for E-learning is the Internet connection for both the student and school the student attends. Using the Internet has the function of any devices made by mankind; eventually, it will stop working or have breakdowns. Unfortunately, many students lose work and miss assignments due to the malfunctioning of the Internet and computer hardware. This issue leaves students at the mercy of the educator to give the benefit of the doubt in regards to the issue. When the issue develops from the school’s position, the school has to become lenient to the student’s behalf due to the nature of the issue.
Although hardware malfunctions and Internet connections is a major area concern, hacking is an issue that troubles all sectors of computer usage in regards to utilizing the issue. According to dictionary.com, hacking is defined as to break into (a server, Web site, etc.) from a remote location to steal or damage. Not only is the student’s and/or university’s educational information at risk with hacking, but private records and financial records can become targeted with hacking as well. To offset the risk of hacking, one must setup a form of security on their personal computer, internet tablets, and/or mobile phones. Universities also have their own online securities to alert whenever there is a threat of hacking. Regrettably, most issues are reported too late.

Reviewed were just a few disadvantages of the e-learning component. However, there is a unique approach to provide competent e-learning strategies to provide effective instruction. The Blended with Purpose Model displayed on page 165 of (Picciano, A. G., & Picciano, A. G. (1998). Educational leadership and planning for technology. Upper Saddle River, NJ: Merrill.) The pedagogical objectives and activities should drive the approaches that teachers use in instruction. With this unique model the e-learning experience is much more fulfilling.

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