The positive relationship between social connections and mental health and wellbeing has been widely documented. During the initial stage of the pandemic, COVID-19 associated restrictions had given rise to social isolation that had a negative effect on individuals\' mental health and wellbeing, particularly among patients with preexisting mental health disorders. To abridge physical distance, digital technology had become a primary method of communication and social engagement. However, not everyone had access to internet and devices required to connect online due to the digital divide, especially among marginalized populations. The purpose of this multiple case study was to explore experiences of social isolation and the digital divide among patients with mental health disorders, and its impact on their mental health and wellbeing. Our findings revealed that social isolation was the major contributing factor to the intensification of mental health symptoms, while the digital divide (e.g., financial constraints and low proficiency in digital technology) was recognized as a barrier to making social connections via digital technologies. Nurses should engage with communities and policymakers in developing strategies to address the social determinants of health disparities during the current pandemic, other disruptive pandemics and beyond.

This paper explores the emergency remote learning experiences of journalism students. It discusses how disparities in access to digital tools and participation in online learning, caused by the digital divide, influenced how some benefitted from the student-centred learning approaches adopted while others could not. The study seeks to answer this question: To what extent did the digital divide influence the experiences of journalism students with emergency remote student-centred learning adopted due to the 2020 COVID-19 pandemic? The study uses Van Dijk\'s theory of the usage gap to argue that the unequal access to digital technologies experienced by some students brought about unequal participation in learning. This is despite the use of more student-centred approaches, which, according to existing literature, are supposed to foster greater engagement and participation. The data consisted of 113 vlogs created by second and third-year students from the Cape Peninsula University of Technology in Cape Town, South Africa, between June 1, 2020, and June 30, 2020.

Many communities and territories in developing countries experience significant gaps in access to and use of information and communication technology (ICT), which is viewed as a major impediment to socioeconomic and health-related vulnerabilities. Geographic considerations, on the other hand, as well as variations in motivation for ICT usage and technology adoption within and across nations, as well as between cultures, have exacerbated the digital divide. This paper investigates disparities in access to and utilization of ICT in 31 Iranian provinces from 2011 to 2020. The research discovers evidence that family income and the number of R&D centers affected the formation of the digital divide, albeit the degree of the split has fluctuated through time and space. This study discovered that digital inequality is associated with social exclusion throughout Iranian regions, and it went on to try to better understand the underlying issues and potential solutions. In this regard, some policy avenues are suggested for government action, particularly for marginalized socioeconomic groups, such as the provision of infrastructure, training and skill augmentation, and the easing of digital services supplied by the government or private sector.

To determine whether or not digital inequalities exist, the frequency, duration, satisfaction, importance, and perceived competence of eighteen groups of digital tools during the COVID-19 pandemic confinement were examined. An online survey was administered to 2882 Latin American university students (49% female; M = 21.3 years). The following items are checked: (1) increased digital inequalities during the pandemic; (2) adequate reliability and validity of the Digital Technology Survey (DTS) instrument; (3) patterns of digital inequalities to the detriment of men, lower strata and unemployed people; and (4) evidence that the importance of digital activities as a causal factor on satisfaction with such digital activities as an outcome is mediated by the purpose of use and communication recipients, but not by strata or employment status, nor moderated by gender. The results are discussed in the light of previous studies, the limitations of the study and future perspectives.

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Rural older adults often feel disconnected from the ever-expanding digital world. To bridge the digital divide, researchers have investigated the effectiveness of formal education and training offered by various social institutions. However, existing research highlights a critical shortcoming in these approaches: a lack of attention paid to rural older adults\' individual needs and interests. Based on the theories of post-metaphorical culture, endogenous development, home-school cooperation, and technology adoption and acceptance, this study implements a family intergenerational learning (FIL) project. FIL characterizes learning between grandparents and grandchildren within the household, suggesting a more practical and individualized strategy to help rural older adults gain digital literacy. By conducting a three-month FIL Project in a rural primary school class in China, the study employs a qualitative method to analyze learning records and interviews from 10 sets of participating grandparents and grandchildren. The analysis renders two critical findings on the effectiveness of the FIL Project for rural older adults. First, FIL can help rural older adults adapt into the digital world by (1) gaining knowledge about digital society, (2) improving their digital skills, (3) changing their lifestyles, and (4) understanding the integration between technology and society. Second, among grandchildren, FIL can cultivate an awareness of lifelong learning and their moral obligations to their grandparents. By illustrating this specific case, this study puts forward a new approach to help the older adults overcome the digital divide in rural areas.

Not surprisingly, the number of online universities continues to expand-especially in Covid-19 times. These institutions all offer \"online education\" with diverse institutional, technological, and pedagogical processes. However, a fundamental element has to do with the experience of the students, and how they adapt to the educational model of the online university in which they are studying. In this article, we present the main results of the case-study developed in one of the most historical and relevant virtual universities in an international context. We have explored and analysed the process of adaptation to the educational model by the student body, and their perceptions of their interactions with the pedagogical, institutional, and technological elements designed to support their learning. Qualitative and quantitative methods are used to gather and analyse the data. From 1715 students who participated in the survey and the perceptions of 30 students individually interviewed, the results show positive evaluations regarding the integration and adoption of technological competencies, and also, that the online education generally serves as a responsive model to the emergent needs of the learner. However, the results also show that students have important concerns regarding the pedagogical and institutional support provided.

The COVID-19 pandemic has had huge effects on the daily lives of most individuals in the first half of 2020. Widespread lockdown and preventative measures have isolated individuals, affected the world economy, and limited access to physical and mental healthcare. While these measures may be necessary to minimize the spread of the virus, the negative physical, psychological, and social effects are evident. In response, technology has been adapted to try and mitigate these effects, offering individuals digital alternatives to many of the day-to-day activities which can no longer be completed normally. However, the elderly population, which has been worst affected by both the virus, and the lockdown measures, has seen the least benefits from these digital solutions. The age based digital divide describes a longstanding inequality in the access to, and skills to make use of, new technology. While this problem is not new, during the COVID-19 pandemic it has created a large portion of the population suffering from the negative effects of the crisis, and unable to make use of many of the digital measures put in place to help. This paper aims to explore the increased negative effects the digital divide is having in the elderly population during the COVID-19 pandemic. It also aims to highlight the need for increased attention and resources to go toward improving digital literacy in the elderly, and the need to put in place measures to offer immediate solutions during the COVID-19 crisis, and solutions to close the digital divide for good in the long-term.

The number of older adults with vision impairment (VI) is growing. As health care services increasingly call for patients to use technology, it is important to examine internet/health information technology (HIT) use among older adults with VI.
This study aimed to examine (1) the rates of internet/HIT use among older adults with VI compared with a matched sample of their peers without VI, (2) associations of VI with internet/HIT use, and (3) association of HIT use with psychological distress, assessed with the Kessler-6 screen.
Data were obtained from the 2013 to 2018 US National Health Interview Survey. Older adults (aged ≥65 years) with self-reported VI were matched with older adults without VI, in a 1:1 ratio, based on age, sex, number of chronic medical conditions, and functional limitations (N=2866). Descriptive statistics and multivariable logistic regression models, with sociodemographic factors, health conditions, health insurance type, and health care service use as covariates, were used to examine the research questions.
In total, 3.28% of older adults (compared with 0.84% of those aged 18-64 years) reported VI, and 25.7% of them were aged ≥85 years. Those with VI were significantly more socioeconomically disadvantaged than those without VI and less likely to use the internet (adjusted odds ratio [aOR] 0.64, 95% CI0.49-0.83) and HIT (aOR 0.74, 95% CI 0.56-0.97). However, among internet users, VI was not associated with HIT use. HIT use was associated with lower odds of mild/moderate or serious psychological distress (aOR 0.62, 95% CI 0.43-0.90), whereas VI was associated with greater odds of mild/moderate or serious distress (aOR 1.84, 95% CI 1.36-2.49). Health care provider contacts were also associated with higher odds of internet or HIT use.
Compared with their matched age peers without VI, older adults with VI are less likely to use HIT because they are less likely to use the internet. Socioeconomically disadvantaged older adults experiencing a digital divide need help to access information and communication technologies through a fee waiver or subsidy to cover internet equipment and subscription and ensure continuous connectivity. Older adults with VI who do not know how to use the internet/HIT but want to learn should be provided instruction, with special attention to accessibility features and adaptive devices. Older adults with a low income also need better access to preventive eye care and treatment of VI as well as other health care services.