Author: Dr. Pankaj Chatterjee & Prof. (Dr.) Santanu Biswas
DOI Link: https://doi.org/10.70798/Bijmrd/02110001
Abstract: There is a great debate worldwide among academicians regarding socio-economic differences that affect e-learning attitudes. In light of the knowledge gap, this research sets out to investigate how economic determinants overlay with cultural factors in e-learning environments where relied cannot physically be on present peers acting as teachers. Socio-economic background is associated with access to technology, digital literacy and the quality of home learning environments that affects greatly students’ participation in online education. In sum, this research contributes to the literature on financial and other socio-economic variables that influence e-learning access and outcomes by investigating more detailed aspects of economic disparity. The report examines the role of digital resources in creating uneven learning opportunities for students from various socioeconomic backgrounds. The study also investigates how cultural diversity interacts with socio-economic status in determining students’ opinions concerning the relevance, accessibility and value of E-learning. The research thus intends to systematically explore resilience factors and effective strategies of students across a range of SES- backgrounds, which would be valuable for informing policies and practices associated with ensuring equitable access to digital education. The study adopts main ling qualitative methods of content analysis and is enriched with a type richness to bring more valuable insights about students in E-learning experiments. The overall purpose of this study is to inform evidence-based recommendations for improved support structures, policy interventions and educational practices that encourage E-learning with equity in mind-to reach all students regardless of socio-economic background.
Keywords: E-learning,Digital Education,Student Attitudes,Socio-economic background,Educational disparities.
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