research paper about unstable internet connection

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Caught in the Slow Lane: Effects of Unstable Internet Connectivity on Accessin

2024, Journal of Interdisciplinary Perspectives

This research examined the effects of unstable internet connectivity on accessing educational resources and collaborative learning among tertiary students. A qualitative methodology, specifically narrative analysis, was employed to capture students’ experiences through in-depth interviews. Ten participants were interviewed using open-ended questions. The participants were chosen using a purposive sampling technique based on the predetermined criteria. The study highlighted that students experienced task submission delays due to internet connectivity's erratic nature. They also found accessing online resources to be time-consuming. Furthermore, it was clear that poor internet connection reduced students’ enthusiasm and ability to participate, resulting in communication challenges and affecting the promptness of finishing group projects. When the internet connection was strong, students accessed resources more quickly, conducted research more efficiently, and submitted their academic tasks on time. Conversely, poor connectivity led to significant delays and increased stress, negatively impacting their academic performance. This paper demonstrated that the internet is crucial for a more progressive educational landscape, enabling learners to gain more knowledge and improve their skills. It encouraged collaborative efforts between the government and various educational institutions to enhance students’ internet access experiences, ensuring they did not fall behind in the global academic landscape.

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European Journal of Business and Management www.iiste.org ISSN 2222-1905 (Paper) ISSN 2222-2839 (Online) Vol.5, No.26, 2013

Mustapha Momoh

The study examines time management of Internet dependency among university students and its impact on academic performance. It takes the entire undergraduate students of universities in Nigeria as the universe and sampled 402 students from university of Maiduguri using multistage sampling technique. It adopts crosssectional research design with two complimentary instruments; the ‘Internet use survey’ and ‘Cognitive Behavioural Checklist’ questionnaires to elicit facts from respondents. It retrieves 384 copies of valid questionnaire for this analysis using descriptive statistics and Pearson Correlations. A total of 344 (89.6%) students were categorised as Negative for internet dependency and 40 (10.4%) were categorised as “Positive for internet overuse.” The Internet dependency among students was found to positively correlates with the amount of time spent on the internet (Pearson r = 0.269, p < 0.05) but negatively correlates with their academic performance (Pearson r = -0.05, p > 0.05) though not statistically significant. There was no association between academic performance and the hours spent online. Conclusively, the study found that one out of every ten student was negative for Internet overuse. This study is useful to management and IT professionals, academicians, researchers, government and students alike. It recommends effective time management, creation of awareness and counselling of students on the danger of Internet overuse to enhance academic performance. It also recommends further research to evaluate the relationship between Internet dependent users with symptoms such as stress, social solitude and other functioning activities in other to effectively manage them. Keywords: Internet Use, Students, Dependency, academic Performance, University

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Repercussions of Poor Broadband Connectivity for Students in Rural and Small Town Michigan

TPRC48: The 48th Research Conference on Communication, Information and Internet Policy

34 Pages Posted: 17 Dec 2020

Keith Hampton

Michigan State University - Quello Center

Laleah Fernandez

Craig robertson.

Michigan State University - College of Communication Arts and Sciences

Johannes M. Bauer

Michigan State University - Department of Media and Information; Michigan State University - Department of Telecommunication, Information Studies, and Media

Date Written: December 15, 2020

This paper examines the repercussions of discrepancies in Internet connectivity for high school students in rural and small-town locations in Michigan. It provides detailed analyses of the interrelations between broadband connectivity, educational outcomes, digital skills, and broader life outcomes. While the disadvantages of insufficient Internet access are well established, existing research has not fully investigated the extent of student performance gaps resulting from varying levels of home connectivity. Our research uses a granular, yet fully de-identified original data set focused on rural broadband access that allows assessing the effects of discrepancies in connectivity on several measures of educational achievement, including grades, standardized test scores, and educational aspirations. With the help of intermediate school districts and Merit Network, we collected and combined information from three sources: a detailed survey of middle and high school students from 173 classrooms in 15 predominately rural Michigan school districts, SAT/PSAT standardized test scores, and home speed tests. This approach resulted in unique original data set of 3,258 observations. This data includes many households that are either cell phone dependent or cannot get broadband access at home (see Hampton et al., 2020). The paper explores the relations among infrastructure, sociodemographic variables, and student achievement outcomes, using multiple statistical approaches, including hierarchical linear models to address the nested structure of the relationships and path analysis. We find that students who do not have access to the Internet from home or are dependent on a cell phone only for access, perform lower on a range of metrics, including digital skills, homework completion, and grades. Students lacking home Internet, and those dependent on a cell phone, are also less likely to consider post-secondary education. A deficit in digital skills compounds inequalities in access, contributing to lower standardized test scores and less interest in STEM careers. Consequently, lack of broadband access not only impacts school performance, but also has broader repercussions for career choice, life income, and the ability to adapt to emerging demands of the workforce. We believe the findings are generalizable to rural America. Our analysis suggests that infrastructure availability and sociodemographic factors affect outcomes. Unlike most sociodemographic factors, access affects outcomes in indirect paths, particularly through its effects on digital skill. Based on these findings we offer policy considerations and practical recommendations for narrowing and eliminating these digital inequalities. Our analysis suggests a multi-pronged, polycentric policy approach. Whereas it is important to mobilize local creativity and initiatives, effective measures require the collaboration of local, state and federal decision-makers across traditional boundaries and jurisdictions.

Keywords: Broadband policy, digital inequalities, rural broadband, homework gap, polycentric solutions

JEL Classification: L86, L96, H54, I28

Suggested Citation: Suggested Citation

Michigan State University - Quello Center ( email )

406 Communication Arts Building 404 Wilson Road East Lansing, MI 48824-1212 United States

Michigan State University - College of Communication Arts and Sciences ( email )

East Lansing, MI 48824 United States

Johannes M. Bauer (Contact Author)

Michigan state university - department of media and information ( email ).

404 Wilson Road East Lansing, MI 48823 United States 517-432-8005 (Phone) 517-355-1292 (Fax)

HOME PAGE: http://https://quello.msu.edu/johannes-m-bauer/

Michigan State University - Department of Telecommunication, Information Studies, and Media ( email )

409 Communication Arts Building East Lansing, MI 48824-1212 United States 517-432-8005 (Phone) 517-355-1292 (Fax)

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Student Experiences with Connectivity and Technology in the Pandemic

For the past 18 years, EDUCAUSE Research has gathered data on the experiences and attitudes of undergraduate students with information technology (IT) at their respective institutions, making it one of the largest and longest-running data-collection efforts of its kind. Historically, we have published an annual, landscape view of our findings, covering a wide range of topics related to student technology experiences, use, and attitudes. However, as most institutions pivoted to remote learning as a result of the COVID-19 global pandemic in 2020, we also pivoted to conduct a special fall 2020 study to gain insights on the student experience during what has been an exceptional time of disruption. In this report, we share results related to experiences, issues, and pain points students had with connectivity and technology—specifically internet and device access—as they did their academic work in 2020.

For the fall 2020 study, 9,499 students from 58 institutions participated in the research. The quantitative findings in this report were developed using the 8,392 responses from 54 US institutions.

IT units in higher education are the primary audience for this report, but the findings and resources it offers can be used by multiple organizations and individuals across campuses at every type of institution. This report makes generalized statements about the findings based on the large number of survey respondents. Applying these findings, however, is an institutionally specific undertaking. The priorities, strategic vision, student populations, infrastructure, and location of an institution will inevitably affect the meaning and use of these findings in a local context. We hope the findings are helpful to higher education IT professionals as they navigate the difficulties produced by the pandemic and plan their post-pandemic future.

• Many students struggle with reliable internet access, but those with unstable housing situations struggle the most. In addition, almost half of students who live on campus have connection issues. Institutionally provided mobile hotspots are especially helpful to students in resolving connectivity issues.
• Students have limited options away from home for an internet connection, and even then they may need to get creative. Some students go to great lengths in search of a stable Wi-Fi connection, while others don't have the option to go elsewhere and must do without if their service is disrupted.
• Nearly all students have access to a reliable device (primarily a laptop) for school, but not all devices can handle the demands of remote learning. The device-related problem that students said they experienced most often was missing a remote class session or a deadline. Reasons included that they did not have access to their primary computing device, that their primary device wouldn't work, or that their device was not equipped to perform a task that was needed for a class.
• Most students prefer to troubleshoot device issues themselves instead of tapping their institution's technology support services for assistance. Common reasons given were that they didn't know support was available at their institution, that they didn't know how to find help, and that it was faster to handle such problems themselves.

Consider the following steps as you continue to respond to the most immediate needs of students and plan for a post-pandemic future.

• Provide more support for reliable internet access. Allocate funds for the procurement of mobile hotspots for individual student use, and provide safe spaces on campus where students can access the internet when they need it. Increase the number of access points in public campus spaces and student housing, and add directional antennas to boost signals. Expand financial aid packages to include subsidies for adding or boosting at-home internet access for students who need it.
• Expand investments in device-lending initiatives . Allocate funding for laptop and/or tablet loan and rental programs to assist students who need access to devices that can support the work required for their courses. EDUCAUSE data showed that before the pandemic, the number of devices available for checkout or rental was extremely low . Since access to computers on campus has been compromised to protect public health, institutions would do well to scale up their loan programs to give students access to well equipped, up-to-date devices.
• Encourage faculty to presume students are under-connected. 1 Train faculty on asynchronous, low-bandwidth pedagogical approaches , such as recording lectures and content, so that students have the added flexibility that can accommodate the internet access issues that so many experience as they work and learn from home.
• Increase campus technology support services for device and internet connectivity, and promote these services widely. Expand help desk hours so that students have wider access to support, especially during late nights and on weekends. Contracting with managed service providers 2 to provide 24/7 support could offer capacity solutions for smaller IT units and those operating on reduced budgets. To increase student awareness, promote services via numerous channels, including through campus email, social media, advisors, faculty, and the learning management system (LMS). Display support info prominently on IT websites and in course LMS sites, and ask instructors to include this info in course syllabi.

Access other resources on the  Student Experiences with Technology during the Pandemic research hub .

© 2021 EDUCAUSE. The text of this work is licensed under a Creative Commons BY-NC-ND 4.0 International License .

Vikki Katz, "How Do We Make Remote Learning Better? Listen to the Students," Medium , August 20, 2020.

Wylie Wong, "Why Are Managed Service Providers Important For Higher Education?" EdTech , February 16, 2021.

• DOI: 10.20522/APJBR.2016.1.1.67
• Corpus ID: 168280825

A Study on The Internet Connectivity in The Philippines

• Romeo Agan Salac , Y. Kim
• Published 30 August 2016
• Computer Science, Economics, Political Science

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