Student Satisfaction with Broadband in Higher Education: A Survey Analysis

Abstract

The COVID-19 pandemic and broader digital transformation have reshaped higher education, challenging institutions to adapt instructional models and address disparities in technology access. These changes may have lasting implications for learning outcomes, particularly among students in at-risk counties and among nontraditional student populations.

This study uses primary survey data to examine student satisfaction with broadband access, comparing traditional and nontraditional students. Key variables include demographic background, student status (e.g., first-generation, full-time enrollment, employment), and subjective learning experiences. Both qualitative responses and a logistic regression model were analyzed to identify predictors of satisfaction.

Qualitative findings indicate that satisfaction with broadband varies by student characteristics. For example, the impact of being a full-time student without a job differs between traditional and nontraditional students. Conversely, being a non-first-generation student shows a consistent positive association with satisfaction across both groups. The quantitative model finds that students reporting a positive online learning experience are significantly more likely to be satisfied with broadband. However, no statistically significant difference in overall broadband satisfaction was found between traditional and nontraditional students.

These findings suggest shifting expectations and nuanced influences on technology satisfaction. As institutions increasingly rely on digital tools, understanding how different student populations perceive and access technology is critical. In particular, institutions must ensure that students in at-risk counties and those with nontraditional profiles are not left behind in a rapidly evolving learning environment.