Digital Educational Divide among Low Socioeconomy Income Group: A Conceptual Model
Keywords:
interactive learning, independent learning, challenges, B40 learnersAbstract
With the ever-increasing growth of technology, the transition from a physical class to going online is unavoidable. Many lessons are now being conducted online due to students’ enjoyment and preference for it. It also leads to independent learning, where learners are encouraged to control their education and discover which method is most suitable for their benefit. However, even with the plethora of available interactive tools to be used online, unfortunate groups are still left out of this luxury. This study investigated learners’ readiness from low socioeconomy income group (B40) and their challenges in using digital educational tools while learning online. This is regarding the B40 learners who face challenges while trying to learn using interactive tools. After analyzing several theories, this study proposes a conceptual model to help understand and create better teaching strategies.
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