You spotted a very important point. The answer is a case - and context dependent one:
1) Devkota, K.R. Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. Int Rev Educ (2021). https://doi.org/10.1007/s11159-021-09886-x Free access: Article Inequalities reinforced through online and distance educatio...
2) Khlaif, Z.N., Salha, S. & Kouraichi, B. Emergency remote learning during COVID-19 crisis: Students’ engagement. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10566-4 Free access: Article Emergency remote learning during COVID-19 crisis: Students' engagement
3) Backes, S., Baumann, I., Harion, D. et al. Why flipping the classroom is not enough: Digital curriculum making after the pandemic. Prospects (2021). https://doi.org/10.1007/s11125-021-09555-9 Free access: Article Why flipping the classroom is not enough: Digital curriculum...
4) Jorge Grenha Teixeira et al. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic, British Journal of Educational Technology, Early View, 18 May 2021, Free access:
5) Obiageri Bridget Azubuike et al. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria, International Journal of Educational Research Open, Volumes 2–2, 2021, Free access: Article Who gets to learn in a pandemic? Exploring the digital divid...