Digital Caring: New Digital Divide and Response -- Observing Taiwan Distance Learning Companions Are the Basics of Social Stratification Perspective
Humanities and Social Sciences
Volume 3, Issue 5, September 2015, Pages: 271-275
Received: Nov. 30, 2015;
Published: Dec. 1, 2015
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Hong-Yen Lin, Dept. of Information Engineering and Computer Science, Fu Jen Catholic University, New Taipei, Taiwan
Hu Ke, School of Education, MinZu University of China, Beijing, China
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There is a “digital divide” which is a gap in the information technology usage in different regions and between different groups and individuals. With the rapid development of information technology, digital divide gradually spread not only from the usage and access of information technology but also to the information knowledge and the new changes from the first level to the third level. However, it’s not just limited to this, but after the emergence of “Internet+” having been integrated into our social life, the digital divide has affected people’s learning habits and lifestyle, and even changed the individual hierarchical status in the society. Taiwan has promoted a series of initiatives to reduce the gap in the digital divide, and we have achieved several goals, especially with the distance learning companions together with the more humanism concern approach. This article tries to analyze the new change in digital divide from the information technological background, and from the perspective of social stratification theoretical analysis on digital divide and exploring how to care for the vulnerable. Besides, having recognized as “The project of distance learning companions” through caring for the weak and vulnerable in the society try to reduce the gap in digital divide more effectively.
Digital Divide, Social Stratification, Distance Learning Companions, Humanism Concern
To cite this article
Digital Caring: New Digital Divide and Response -- Observing Taiwan Distance Learning Companions Are the Basics of Social Stratification Perspective, Humanities and Social Sciences.
Vol. 3, No. 5,
2015, pp. 271-275.