黄天慧
（云南大学 政府管理学院，云南 昆明 650500）
【摘 要】随着在线教育的日益普及，在线教育公平问题得到国内外学者的广泛关注。本文基于Van Dijk的数字鸿沟理论和实证数据探究大学生群体中的数字鸿沟及其对在线学习结果的影响。研究发现：大学生群体间依然存在四道数字鸿沟，表现为不同家庭背景学生在动机态度、物理接入、数字技能和信息技术使用四个维度均存在显著差异；四道数字鸿沟均对在线学习结果产生影响，但程度不同，其中动机态度的影响最大，其次是信息技术使用和数字技能，物理接入的影响最小。基于此研究结论，建议政府在推动教育数字化转型的过程中需要兼顾优质资源共享带来的公平与数字鸿沟带来的不公平，尤其建议重点关注学生动机态度这一心理鸿沟和信息技术使用鸿沟；建议高校为学生提供更加公平开放的学习环境，削弱家庭背景给学生带来的不利影响，为弱势学生提供有针对性的信息技术补偿支持，以确保来自社会不同经济文化背景家庭的学生充分发挥潜能，实现在线教育公平。
【关键词】数字鸿沟；在线学习结果；教育不平等
Four Dimensions of the Digital Divide and Their Shaping Effect on Inequality in Online Education
HUANG Tianhui
（School of Government, Yunnan University, Kunming 650500, China）
Abstract: With the increasing prevalence of online education, issues of equity in online education have garnered significant attention from scholars worldwide. This article investigates the digital divide among university students and its impact on online learning outcomes based on Van Dijk’s digital divide theory and empirical data. The findings reveal that: four distinct divides persist among university students, manifesting as significant disparities in motivational attitudes, physical access, digital skills, and information technology usage across students from varying family backgrounds; all four digital divide affect online learning outcomes, but to varying degrees, with motivational attitudes exerting the strongest influence, followed by information technology usage and digital skills, while physical access has the smallest impact. Based on the findings, it is recommended that governments, while promoting the digital transformation of education, should balance the equity brought by high-quality resource sharing with the inequity caused by the digital divide, with particular focus on the psychological divide in students’motivational attitudes and the divide in information technology usage. Universities are suggested to provide more equitable and open learning environments, mitigate the adverse effects of family backgrounds, and offer targeted compensatory support in information technology for disadvantaged students. These measures aim to ensure that students from diverse socioeconomic and cultural family backgrounds can fully realize their potential, thereby achieving equity in online education.
Keywords: digital divide; online learning outcomes; educational inequality
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四道数字鸿沟及其对在线教育不平等的影响.pdf
