INVESTIGATING DIGITAL EQUITY IN DISTANCE EDUCATION IN SAUDI ARABIA DURING THE COVID-19 PANDEMIC

Due to the COVID -19 Pandemic, there was a sudden shift from face-to-face to distance education in all schools and universities in Saudi Arabia (SA) starting March 2020. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and Internet a...

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Bibliographic Details
Main Author:	Al-Jarf, Reima
Format:	Conference Proceeding
Language:	eng
Subjects:	Access to Computers Colleges & universities COVID-19 Devices Distance Education Distance learning Distance learning / e-learning Educational Technology Health and medicine and law Higher Education Households ICT Information and Communications Technologies Internet Internet access Laptop computers Media studies Online Courses Online instruction Orphanages School closures School education Smartphones Socio-Economic Research State/Government and Education Students Tablet computers Teachers Universities
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Summary:	Due to the COVID -19 Pandemic, there was a sudden shift from face-to-face to distance education in all schools and universities in Saudi Arabia (SA) starting March 2020. Many instructors and students were not technically prepared for this abrupt transition as some did not have devices and Internet access. On the other hand, some households have high-speed Internet and even a device for each child. This study investigates the digital equity in accessing online courses by students in low-income families, orphanages, and remote areas. A sample of school and university teachers and students from different regions in SA was interviewed. The subjects reported that lack of devices/Internet access was overcome by: (i) Governorates donating thousands of tablets to disadvantaged students; (ii) charity organizations and affluent individuals donate tablets/laptops and financial aid; (iii) some school teachers collect money to buy tablets for needy students; (iv) students who do not have devices and/or Internet go to school few times a week and meet with teachers face-to-face to teach them and help them with homework; (v) needy college students are allowed to use devices and Internet at their college computer laps or library; (vi) some underprivileged students reported borrowing a smart phone/laptop from relatives or neighbours and/or use relatives and neighbours’ Internet; (vii) Saudi mobile companies offer special Internet packages for students and teachers. Sample regions, types of disadvantaged students and help provided to bridge the digital and distance education gap in SA during COVID -19 are given in detail.
ISSN:	2066-026X 2066-8821