Digital Divide: An Analysis of Digital Inequalities in Remote Learning, Basis for the Continuity of Remote Learning or Resumption of Face-To-Face Classes In Post-Pandemic Era


  • Maria Lourdes F. Rebulanan


Digital Divide, Remote Learning, Face-to-Face Classes, Post-pandemic era, Internet Accessibility, Technological Literacy


This study sought to analyze digital inequalities among learners during remote learning. It hopes to find answers on the prospects of the continuity of online learning or the possibility of the resumption of face-to-face classes in the post-pandemic era. It utilized secondary data from a study about the digital divide experienced by learners in one of the rural metropolis universities in the Philippines. The original research applied the mixed method of descriptive quantitative and qualitative approach. However, the researcher exploited only the quantitative one. Six hundred thirty-nine (639) respondents participated in the study. Likewise, this study utilized a report done by the Department of Education, a proposal on the pros of both choices. The results yield the prevalence of the digital divide among learners. Some of the most predominant include the availability of a device for learning, accessibility of an internet connection, and technological literacy of learners. The report of the Department of Education contained positive outcomes of remote learning while it likewise showcased the need to resume the conventional way of learning. Digitization in the academe has reached greater heights, enabling an engaging atmosphere for learning. However, as technology becomes more advanced, the wider the digital divide becomes. Hence, this study aims to answer whether there should be continuity in online learning given all the advancements and progressions in technology available to the learners or resume face-to-face classes in the light of digital inequalities experienced by the learners following the post-pandemic era.