Assessing the Impact of Technology Access and Equity in Open Distance E-Learning

The rise of open distance e-learning (ODeL) has transformed the landscape of higher education, offering flexible learning opportunities to student-teachers to pursue academic programs without constraints. Literature shows an increasing adoption of ODeL models in higher education to expand access. However, despite the expansion of ODeL, deep-rooted inequalities in technological access remain a pressing concern, particularly for student-teachers in rural and historically disadvantaged communities. Therefore, the current study aimed to assess the impact of technology access and equity on student-teachers’ learning in ODeL to inform more inclusive and context-sensitive policy and practice. Grounded in the digital divide framework, the study examined how access to technologies influences opportunities for participation in the digital age. This study adopted a qualitative approach with semi-structured interviews with student-teachers to understand their views on these issues. Data were analyzed using thematic analysis, with results revealing that some student-teachers do not own personal digital devices and depend on shared campus access. On the other hand, unlike this group, student-teachers with a stable Internet connection and their own devices can access materials, attend virtual classes, and even meet academic deadlines. If these inequities are not addressed, implementing ODeL may inadvertently widen the educational divide.