South Middlesex Times

Digital inequality during the first two years of the COVID-19 pandemic impacted college students' on-time graduation rates, according to a study co-authored by researchers from Rutgers. The study, which was published in PLOS One, was led by Vikki Katz, a former professor at Rutgers School of Communication and Information, now with Chapman University, alongside Amy Jordan and Katherine Ognyanova.

“These challenges affected educational outcomes for college students even more so than the usually cited – and more fixed – factors of being a first-generation student, or from a racial/ethnic minority background,” Katz explained.

The study dissected the concept of being “under-connected,” which applied to students facing internet cut-offs due to non-payment, hitting data limits on smartphones, or having broken laptops for extended periods. The study found that students with poorer internet and device access struggled more with remote learning, which prolonged their graduation timelines.

Researchers examined long-term impacts by surveying 1,106 Rutgers University-New Brunswick students in early 2022 when learning was in a hybrid model. This study followed an earlier survey of 2,913 undergraduates during the pandemic's onset.

The team identified financial hardship as a key factor leading to digital inequality, noting it often led to incomplete course grades. “The primacy of students’ financial circumstances in explaining who experiences inequalities in digital access, capabilities and outcomes is an essential finding,” the authors stated.

“The pandemic’s effects on undergraduate matriculation and persistence toward graduation threaten to undo a generation of progress in broadening access to higher education,” they added. Male, first-generation, and international students were among those more likely to take longer to graduate.

As digital learning continues post-pandemic, inequalities may persist in 2025. To mitigate these issues, the researchers suggest integrating digital inclusion in emergency preparedness plans and supporting "under-connected" students. They also highlight financial hardship as a primary barrier, recommending financial remedies like subsidies and tech support. Universities are advised to expand device repair and loan programs.

The study emphasizes that while shifts to online learning are likely in emergencies, ensuring students are connected should not be assumed. “Epidemics, climate disasters and other emergencies will require rapid shifts to remote learning,” the authors advised, underlining the need for robust support systems.