Online learning became a necessity during the COVID-19 pandemic, but unequal access to technology – the “digital divide” – undermined its efficacy. This study examines the online learning experiences of 321 University of Delhi students, focusing on access disparities and the perceived effectiveness of virtual classes. Survey data on students’ household income, internet connectivity, device availability, class engagement, and awareness of government e-learning initiatives were analyzed with descriptive statistics and chi-square tests. The results indicate that a vast majority of students (around 78%) prefer traditional offline classes over online classes, and two-thirds believe online classes cannot substitute in-person learning. Digital access was highly unequal: lower-income and rural students overwhelmingly relied on limited mobile data instead of broadband, and about one-third had to share devices with family members. Over 80% of respondents used smartphones for classes, with only about one-third having any access to a personal computer. These gaps contributed to frequent connectivity disruptions, reduced class participation, and attention loss. Notably, only 25% of students were aware of the government’s SWAYAM online course platform. The findings suggest that without addressing infrastructure and access barriers, the National Education Policy’s push for online learning via initiatives like SWAYAM and the Academic Bank of Credits may fall short of its equity and quality goals.
Dr. Monami Sinha (Mon,) studied this question.