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Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?

Author

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  • Sunha Kim

    (Department of Counseling, School, and Educational Psychology, and Learning and Instruction, Graduate School of Education, University at Buffalo, the State University of New York, Buffalo, NY 14260, USA)

  • Suzanne Rosenblith

    (Graduate School of Education, University at Buffalo, the State University of New York, Buffalo, NY 14260, USA)

  • Yunjeong Chang

    (Department of Learning and Instruction, Graduate School of Education, University at Buffalo, the State University of New York, Buffalo, NY 14260, USA)

  • Shira Pollack

    (Department of Counseling, School, and Educational Psychology, Graduate School of Education, University at Buffalo, the State University of New York, Buffalo, NY 14260, USA)

Abstract

In view of the United Nations’ (UN’s) Sustainable Development Goal (SDG) for education (SDG4), this study explored how information and communications and media technology (ICMT) access and uses for learning have influenced students’ perceived success during the COVID-19 pandemic era and the differential effects of ICMT access and use on underrepresented minority (URM) and non-URM students. This study applied structural equation modeling (SEM) analysis using data from students who experienced online transition in one large public university in the United States. The results showed that ICMT uses for learning benefitted URM students but lack of ICMT access had a negative effect on online learning among URM students. We discussed the implications of these findings in the context of online education, digital inclusion, and the UN’s SDG4.

Suggested Citation

  • Sunha Kim & Suzanne Rosenblith & Yunjeong Chang & Shira Pollack, 2020. "Will ICMT Access and Use Support URM Students’ Online Learning in the (Post) COVID-19 Era?," Sustainability, MDPI, vol. 12(20), pages 1-14, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:20:p:8433-:d:427254
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    References listed on IDEAS

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    1. Sunha Kim, 2018. "ICT and the UN’s Sustainable Development Goal for Education: Using ICT to Boost the Math Performance of Immigrant Youths in the US," Sustainability, MDPI, vol. 10(12), pages 1-19, December.
    2. Wunong Zhang & Yuxin Wang & Lili Yang & Chuanyi Wang, 2020. "Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak," JRFM, MDPI, vol. 13(3), pages 1-6, March.
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    5. Wahab Ali, 2020. "Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic," Higher Education Studies, Canadian Center of Science and Education, vol. 10(3), pages 1-16, September.
    6. Doanh-Ngan-Mac Do & Linh-Khanh Hoang & Cuong-Minh Le & Trung Tran, 2020. "A Human Rights-Based Approach in Implementing Sustainable Development Goal 4 (Quality Education) for Ethnic Minorities in Vietnam," Sustainability, MDPI, vol. 12(10), pages 1-18, May.
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    Cited by:

    1. Eduard Edelhauser & Lucian Lupu-Dima, 2021. "One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System," IJERPH, MDPI, vol. 18(15), pages 1-32, July.
    2. Mutlu Uygur & Burak Ayçiçek & Hikmet Doğrul & Tuğba Yanpar Yelken, 2020. "Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education," Sustainability, MDPI, vol. 12(24), pages 1-24, December.
    3. Vicente Javier Clemente-Suárez & Stephanie Rodriguez-Besteiro & Juan José Cabello-Eras & Alvaro Bustamante-Sanchez & Eduardo Navarro-Jiménez & Macarena Donoso-Gonzalez & Ana Isabel Beltrán-Velasco & J, 2022. "Sustainable Development Goals in the COVID-19 Pandemic: A Narrative Review," Sustainability, MDPI, vol. 14(13), pages 1-26, June.

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