Academic literature on the topic 'Online learning, readiness, rural areas, university'
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Journal articles on the topic "Online learning, readiness, rural areas, university"
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Lee, Yee-Yong, and Su-Hie Ting. "A Comparative Assessment of Online Learning Readiness for First Year and Final Year Engineering Undergraduates." Journal of Cognitive Sciences and Human Development 7, no. 1 (2021): 86–105. http://dx.doi.org/10.33736/jcshd.3051.2021.
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Measuring student readiness in online learning should also be of great concern to institutions, including all areas from their curricular development to the pedagogies they experience. Although there have been attempts at universities to develop online learning courses, students' readiness has yet to be investigated, particularly for engineering students who take a mix of theoretical and practical-based courses. This study evaluates the readiness of civil engineering students toward the implementation of online learning and their preferences and acceptance towards online instructional delivery and assessment methods. Ways for improvement are proposed in line with the students’ readiness to determine the best desirable practices and strategies for online pedagogy. Respondents are selected from first and final year students, to examine and compare their online learning perspectives. A survey questionnaire was used. Findings revealed that year one and year four students' readiness was relatively moderate for most of the components and relatively high for the components that involved hardware/software requirements and technology skills. Most respondents indicated a moderate acceptance level on online assessment, ranging from a mean score of 3.46 to 3.81. As online learning is gradually becoming another method for life-long and self-determined learning, findings from the study might help university educators to develop better online learning strategies, especially delivery methods and assessments, to help students cope with online teaching and learning.
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Aditya, David Sulistiawan. "Embarking digital learning due to COVID-19: Are teachers ready?" Journal of Technology and Science Education 11, no. 1 (2021): 104. http://dx.doi.org/10.3926/jotse.1109.
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The COVID 19 pandemic insists schools to close and embark on the digital environment to keep learning to happen. Implementing this learning in educational settings faces challenges related to human resources and infrastructure issues particularly in developing countries. This study investigated the teachers’ readiness in conducting digital learning in Yogyakarta, Indonesia. This exploratory study employed an online questionnaire and semi-structured interviews via either voice calls or video calls to safely gather both quantitative and qualitative data from 62 teachers of 27 different schools in the middle of social distancing regulation in Yogyakarta. The study revealed that the majority of teachers were psychologically, technologically, and pedagogically ready to conduct digital learning. However, the digital learning problem was mostly coming from teachers who teach in rural areas. Students’ technology affordances mainly caused a disparity of digital learning success. The findings suggest that the choice of technology adoption and methodology adjustment can be viewed as a solution to the current digital learning problem. Finally, instead of the teachers’ readiness, the students’ readiness and teachers’ technological pedagogical knowledge are other key aspects of the digital learning success. Thus, these two issues are suggestive for further studies.
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Rokibul Kabir, Mohammad. "Impact of Faculty and Student Readiness on Virtual Learning Adoption amid Covid-19." Revista Internacional de Educación para la Justicia Social 9, no. 3 (2020): 387–414. http://dx.doi.org/10.15366/riejs2020.9.3.021.
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The deadly effect of Covid-19 has changed the world dramatically. The education sector is one of the worst sufferers due to the official closures of educational institutions worldwide. The government of Bangladesh has declared all the on-campus activities shut in March 2020. This paper explains the effect of faculty and student readiness in adopting virtual classes considering the mediating effect of technology adoption intention. Teachers and students from private and public universities in Bangladesh are surveyed for this research. The findings revealed that the private universities are well ahead of providing online education as their faculty and students are ready with logistics and mindset to adopt technology-based virtual learning while the public university stakeholders are yet to initiate it. It is concluded that the lack of readiness of public universities will create a massive gap between public and private university education and rural and urban students as well. The proposed model of this research can help the policymakers and the government in formulating policy guidelines for bringing all the students and teachers on virtual education platforms irrespective of their university affiliations.
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Gocotano, Thessalou E., Mae Anthoneth L. Jerodiaz, Jenny Claire P. Banggay, Harold B. Rey Nasibog, and Marivel B. Go. "Higher Education Students’ Challenges on Flexible Online Learning Implementation in the Rural Areas: A Philippine Case." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 262–90. http://dx.doi.org/10.26803/ijlter.20.7.15.
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The COVID-19 Pandemic has led Higher Education Institutions (HEIs) in the Philippines to replace on-campus learning with flexible learning. This paper explores the students' challenges on flexible online learning implementation of the university in the rural area based on their background and experience. This employed quantitative and qualitative methods through a survey and an interview respectively sought to gather data from 639 university students. Data were analyzed with descriptive statistics and narrative analysis. Results revealed that most mothers are high school graduates, while fathers enjoy an elementary-level and belong to under low-income families. Most students possess just mobile phones and use mobile data as their primary internet access source, ranging from moderate to poor connection. Also, the majority are not fully equipped with enough skills in digital media. For challenges, students experienced the unavailability of a network, economic instability, digital divide, the shortage of digital devices, distractive learning environment, expensive internet data, health-related problems, lack of resources, lack of digital literacy skills, and loss of motivation .Hence, even if flexible online learning is the best solution for the university to replace face-to-face classes, it is not best applicable and suitable to all students living in rural areas or other places with an unstable network and students who belong to financially unstable families. Administrators and educators have to consider alternative learning modes that suit students' backgrounds during the pandemic, like using non-digital technologies.
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Mahjom, Nurhanie, Azila Abd Razak, Fidlizan Muhammad, Mohd Yahya Mohd Hussin, and Siti Salma Syahierah binti Mansor. "Economic Development Resiliency: Mobilized Disaster’s Readiness Among Higher Learning Students in Malaysia." Research in World Economy 10, no. 5 (2019): 81. http://dx.doi.org/10.5430/rwe.v10n5p81.
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Resilient economic development is supported by each and every people as a whole. To deal with disasters, we should not act alone. Readiness is one part of the process of disaster management and natural disasters that disrupt the living system. The study was conducted to measure the level of readiness for emergencies and disasters among youth (eg: high learning students) and to develop items for factors that influence students' ability to serve in disaster areas. To achieve the following objectives, two analyses were conducted: the first analysis was the comparison of mean scores and the second analysis was the factor analysis involving four factors, physical factors, university management factors, financial factors and personal factors. This study uses questionnaire and online form to collect data from respondents. A total of 120 respondents from three higher learning in Malaysia – Universiti Pendidikan Sultan Idris (UPSI), Universiti Sains Malaysia (USM) and University of Technology (UiTM) were involved in this study. The level of readiness has a high mean value and indicates a good level of readiness among the respondents. Factor analysis showed that there were no significant differences between the techniques of determining the number of factors or not for all the items that were formed. Nevertheless, the Cronbach Alpha values indicate that the items are constructed and that the overall research tool has internal consistency values. This study is expected to increase the engagement and spirit of volunteerism as it can add value to the students and even produce a high quality national leadership.
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Macintyre, Ronald, and Janet R. Macdonald. "'Remote from what?' Perspectives of distance learning students in remote rural areas of Scotland." International Review of Research in Open and Distributed Learning 12, no. 4 (2011): 1. http://dx.doi.org/10.19173/irrodl.v12i4.847.
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Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people.
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BAGDASARIYAN, Nadezhda G., Natalia E. MELNIKOVA, and Tatyana V. BALUEVA. "ONLINE EDUCATION IN A REGIONAL UNIVERSITY BEFORE AND AFTER THE PANDEMIC: MOTIVES, PROBLEMS, POTENTIAL." PRIMO ASPECTU, no. 1(45) (March 24, 2021): 7–26. http://dx.doi.org/10.35211/2500-2635-2021-1-45-7-26.
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The article examines the phenomenon of online education, which is very actively spreading in foreign and domestic education systems, but requiring monitoring of this process. The problems of online education are analyzed according to the assessments of domestic and foreign authors, including the materials of annual conferences held by the Sloan Consortium Corporation (now Online Learning Consortium (OLC)). The data of a sociological study of the motivation and readiness of online education actors at a regional university using the methodology of nonparametric statistics are presented. The cluster analysis, carried out by the K-means method, made it possible to obtain an empirical typology of tutors and students of Dubna State University and identify target groups among university members of faculty as online course developers and among university students as consumers of an online educational product. A comprehensive analysis of the theoretical and empirical blocks made it possible to identify trends in the development of online education, problem areas associated not only with the economic component, but also with motivational reinforcement, which can be considered among the factors of managerial decision-making by the university administration.
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Catyanadika, Putra Endi, and Dessy Isfianadewi. "Development of Risk Breakdown Structure for Online Learning Project during COVID-19 Crisis." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 1 (2021): 174–79. http://dx.doi.org/10.20525/ijrbs.v10i1.1001.
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This research aims to develop risk breakdown structure specifically for virtual learning projects in higher institution. Transition from physical face-to-face study into virtual learning practices during COVID-19 mitigation phase had been selected as main focus to construct risks identification. Opinions and experiences from 35 stakeholders in university level had been gathered and analyzed using triangulation and meta-language of risk statement methods, in order to maintain statements’ validity and quality based on project management’s standard. All registered risks were listed using universal risk breakdown structure format, which emphasized on three risk areas: internal, external, and technology, in order to categorize risk based on its sources and identify area with high exposure of risk. The result proposed 11 risk statements with highest exposure of risk on technology area. This result indicated that virtual learning organizers need to consider strategies and mitigation process in technology area, specifically on the infrastructure readiness, user capabilities, and communication gap inside the virtual environment.
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Noreen, Sidra. "Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning." Open Praxis 12, no. 3 (2020): 329. http://dx.doi.org/10.5944/openpraxis.12.3.1086.
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Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.
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Alsoud, Anas Ratib, and Ahmad Ali Harasis. "The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 5 (2021): 1404–14. http://dx.doi.org/10.3390/jtaer16050079.
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Since the beginning of the COVID-19 pandemic Universities around the world are taking rapid actions to ensure students learning continuity and secure the well-being of their students. This study aims at exploring the student’s e-learning experience in Jordanian Universities as well as e-learning readiness during the pandemic. While each university is unique, we hope our assessment can provide some insights into how well the student’s e-learning experience was during the pandemic. A structural online questionnaire was distributed, followed by descriptive analysis. Students from remote and disadvantaged areas primarily faced enormous challenges such as technological accessibility, poor internet connectivity, and harsh study environments. This study also highlights the role of electronic commerce in transforming distance learning. Further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning throughout Jordan.
Dissertations / Theses on the topic "Online learning, readiness, rural areas, university"
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Blass, Silvia. "Student Readiness for Online Learning – A case study in rural Bolivia." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234477.
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The present paper describes the research of the students’ online learning readiness in a rural university in Bolivia. In particular, it examines through a quantitative research the influences of some variables on the students’ attitudes toward online learning. These variables were established based on theoretical fundaments and selected and confirmed through a qualitative research based in semi-structured interviews with lecturers and directors of the university’s rural centers.
This study also provides a way to predict the membership of a student in two groups: “Those who would participate in an online course” and “those who would not participate in an online course” depending on the influencing variables (technology access, technology skills, self-directed learning and online interaction). This analysis also reveals the most important factors to be considered by the university before introducing online courses.
The results have shown that the perceived Internet access strongly affected the participation or the lack of participation of students in an online course. Moreover, the student’s attitude toward online learning is influenced mainly by the perception of the quality of his Internet access, by the perception about his capability to interact online (with other students, lecturers and content) and by the individual’s perception about his own computer skills.
This study also provides a simple model to analyze the students’ online learning readiness based on their self-assessment.
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Blass, Silvia. "Student Readiness for Online Learning – A case study in rural Bolivia." TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30895.
Full textAbstract:
The present paper describes the research of the students’ online learning readiness in a rural university in Bolivia. In particular, it examines through a quantitative research the influences of some variables on the students’ attitudes toward online learning. These variables were established based on theoretical fundaments and selected and confirmed through a qualitative research based in semi-structured interviews with lecturers and directors of the university’s rural centers.
This study also provides a way to predict the membership of a student in two groups: “Those who would participate in an online course” and “those who would not participate in an online course” depending on the influencing variables (technology access, technology skills, self-directed learning and online interaction). This analysis also reveals the most important factors to be considered by the university before introducing online courses.
The results have shown that the perceived Internet access strongly affected the participation or the lack of participation of students in an online course. Moreover, the student’s attitude toward online learning is influenced mainly by the perception of the quality of his Internet access, by the perception about his capability to interact online (with other students, lecturers and content) and by the individual’s perception about his own computer skills.
This study also provides a simple model to analyze the students’ online learning readiness based on their self-assessment.
Book chapters on the topic "Online learning, readiness, rural areas, university"
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Tham, Jacquline, S. M. Ferdous Azam, and Ahmad Rasmi Albattat. "Critical Online Learning Implementation and Determinants in Rural Areas in Malaysia." In Higher Education Challenges in South-East Asia. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4489-1.ch012.
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The rapid development of technological advances has brought many alterations and development to many profit-driven as well as non-profit-oriented organizations. Higher learning institutions have also benefited from technological advancements in this setting. Although the use of technology and the widespread use of online learning are no longer uncommon in the technology world, the introduction by students, undergraduate and postgraduate students of online learning courses, however, is still not as familiar as expected. This study focuses on the adoption and implementation of Malaysian higher education online courses to reach out to rural students and thus provides a systematic conceptual framework that emphasises the effect of different aspects. Students are enrolled in online courses at public and private universities in Malaysia, as they have been removed from the path of formal education. Using a self-directed survey, the data will be collected. Ultimately, the outcomes of this study can provide valuable insights into organisational methods and strengthen the leadership of a university administration that can contribute to improving student involvement and efficient programme usage.
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Diwakar, Shyam, Rakhi Radhamani, Gopika Sujatha, et al. "Usage and Diffusion of Biotechnology Virtual Labs for Enhancing University Education in India's Urban and Rural Areas." In E-Learning as a Socio-Cultural System. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6154-7.ch004.
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Information and Communication Technology (ICT)-enabled virtual laboratories provide an online learning experience with the aid of computer-based instructional materials (animation, simulation, and remote-trigger experiments) for improving the active learning process. The project reported on in this chapter was set up in order to enhance university and college education, which is now becoming an advanced training environment for solving the geographical, social, and economic challenges faced in the interdisciplinary field of science education, especially in India. In order to study the role of biotechnology virtual laboratories in the current education system, a pedagogical survey, via workshops and online feedback, was carried out among several student and teacher groups of different Indian universities. This chapter reports how virtual labs in biotechnology can be used to improve teaching and learning experiences in an easy and understandable way with user interaction and how such tools serve to effectively reduce the problems of laboratory education especially in remote areas. The results obtained from user-feedback analysis suggest the use of virtual labs as a recommended component in blended education in large classroom scenarios for enhancing autonomous learning process and as an alternative to enhance lab education in geographically remote and economically challenged institutes.
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Diwakar, Shyam, Rakhi Radhamani, Gopika Sujatha, et al. "Usage and Diffusion of Biotechnology Virtual Labs for Enhancing University Education in India's Urban and Rural Areas." In Biotechnology. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8903-7.ch056.
Full textAbstract:
Information and Communication Technology (ICT)-enabled virtual laboratories provide an online learning experience with the aid of computer-based instructional materials (animation, simulation, and remote-trigger experiments) for improving the active learning process. The project reported on in this chapter was set up in order to enhance university and college education, which is now becoming an advanced training environment for solving the geographical, social, and economic challenges faced in the interdisciplinary field of science education, especially in India. In order to study the role of biotechnology virtual laboratories in the current education system, a pedagogical survey, via workshops and online feedback, was carried out among several student and teacher groups of different Indian universities. This chapter reports how virtual labs in biotechnology can be used to improve teaching and learning experiences in an easy and understandable way with user interaction and how such tools serve to effectively reduce the problems of laboratory education especially in remote areas. The results obtained from user-feedback analysis suggest the use of virtual labs as a recommended component in blended education in large classroom scenarios for enhancing autonomous learning process and as an alternative to enhance lab education in geographically remote and economically challenged institutes.
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Diwakar, Shyam, Rakhi Radhamani, Gopika Sujatha, et al. "Usage and Diffusion of Biotechnology Virtual Labs for Enhancing University Education in India's Urban and Rural Areas." In Virtual Reality in Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8179-6.ch022.
Full textAbstract:
Information and Communication Technology (ICT)-enabled virtual laboratories provide an online learning experience with the aid of computer-based instructional materials (animation, simulation, and remote-trigger experiments) for improving the active learning process. The project reported on in this chapter was set up in order to enhance university and college education, which is now becoming an advanced training environment for solving the geographical, social, and economic challenges faced in the interdisciplinary field of science education, especially in India. In order to study the role of biotechnology virtual laboratories in the current education system, a pedagogical survey, via workshops and online feedback, was carried out among several student and teacher groups of different Indian universities. This chapter reports how virtual labs in biotechnology can be used to improve teaching and learning experiences in an easy and understandable way with user interaction and how such tools serve to effectively reduce the problems of laboratory education especially in remote areas. The results obtained from user-feedback analysis suggest the use of virtual labs as a recommended component in blended education in large classroom scenarios for enhancing autonomous learning process and as an alternative to enhance lab education in geographically remote and economically challenged institutes.
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Rustempasic, Dzenana. "The e-Learning in Bosnia and Herzegovina Classrooms." In Education at the Intersection of Globalization and Technology. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.94897.
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Electronic (E)-learning is a type of learning by using electronic technologies to access an educational program outside traditional classrooms increasingly demanded by many education systems. As conventional classrooms continue to be transformed into digital, teachers are expected to adopt multiple learning modes. Digitally enriched content and personalized learning should be the primary way of teaching and collaborative and interactive learning. Contrary to the continuous development of technology and students who regularly encounter computers from an early age, teachers do not have the privilege to introduce technology into the classroom successfully. The paper presents how the lack of funds influences a teacher’s readiness to embrace technology into their teaching practice. The paper explores E-learning issues related to virtual environment reality and artificial intelligence that is increasingly entering the classrooms of developed countries and ‘what application of artificial intelligence means for the development and broader implementation of E-learning in virtual classrooms in Bosnia and Herzegovina. The primary method of collecting data was through an open question survey distributed to students in different parts of Bosnia and Herzegovina. For research purposes, schools were chosen based on how often their students have access to computers or the Internet. Four schools from urban and four schools from rural areas were chosen, and questionaries’ were delivered directly to students by the researcher. The research aims to examine students’ views on the benefits online education has in the educational process in Sarajevo and Bosnia and Herzegovina. The survey provides an analysis of the potentials for implementation of the e-learning model in secondary schools in Sarajevo Canton and the rest of the country. The paper presents the advantages and opportunities that contribute to the improvement of e-learning in educational institutions and the benefits for students and other involved parties in the educational process, such as teachers and parents. Students enrolled in this research have a highly positive attitude towards e-learning, which leads to the conclusion that students are willing to learn using I.T. solutions in the classroom.
Conference papers on the topic "Online learning, readiness, rural areas, university"
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.