Abstract—The digital gaps that were amplified due to the
COVID-19 pandemic deepened more in vulnerable areas in
different parts of the world. The present work aims to analyze
the study of digital gaps that influence online learning of
students from rural areas in secondary education, based on a
systematic review of the literature. It was developed using the
PRISMA methodology, the scientific information was retrieved
from the Web of Science and ERIC databases in a period of
three months. In the searches it was taken as inclusion criteria;
open access, year of publication 2017 - 2021, English and
Spanish language, rural secondary education level and
exclusion; articles whose studies were carried out in higher
education, in specific areas, related to research policies,
evaluation, studies before 2017 and articles from systematic
reviews. The results and findings emphasize that digital literacy
levels are scarce and limited in terms of the skills developed by
students and teachers to achieve digital competencies, in
addition to restricted access due to technological, economic, and
coverage gaps of families. The conclusions are aimed at
strengthening urgent educational policies in addition to the
integration of the school curriculum.
Index Terms—Digital gaps, digital skills, digital literacy,
online learning, rural areas, secondary education,
socio-economic aspect.
Virginia A. Samane-Cutipa, Ana M. Quispe-Quispe, and Fabiola
Talavera–Mendoza are with the Universidad Nacional de San Agustín de
Arequipa, Arequipa, Peru (e-mail: vsamane@unsa.edu.pe,
anquispequ@unsa.edu.pe, ftalaveram@unsa.edu.pe).
Cesar H. Limaymanta is with the Universidad Nacional Mayor de San
Marcos, Lima, Peru and Universidad Peruana de Ciencias Aplicadas, Lima,
Peru (e-mail: climaymantaa@unmsm.edu.pe; pcmaclim@upc.edu.pe).
Cite: Virginia A. Samane-Cutipa, Ana M. Quispe-Quispe, Fabiola Talavera-Mendoza, and Cesar H. Limaymanta, "Digital Gaps Influencing the Online Learning of Rural Students in Secondary Education: A Systematic Review," International Journal of Information and Education Technology vol. 12, no. 7, pp. 685-690, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).