The learning computer: a low bandwidth tool for bridging the digital divide in distance education

2006 ◽  
Author(s):  
R. Johnson ◽  
R. Kemp ◽  
E. Kemp ◽  
P. Blakey
Keyword(s):  
Distance Education ◽  
Digital Divide

scholarly journals Distance education in Kingdom of Saudi Arabia and United Kingdom: A comparative study: التعليم عن بعد في المملكة العربية السعودية والمملكة المتحدة: دراسة مقارنة

2021 ◽  
Vol 5 (29) ◽  
pp. 128-143
Author(s):  
Mohammed Noah Alkhiri, Talal Aqeel Alkhiri Mohammed Noah Alkhiri, Talal Aqeel Alkhiri
Keyword(s):  
Distance Education ◽  
Saudi Arabia ◽  
United Kingdom ◽  
Distance Learning ◽  
Digital Divide ◽  
The Internet ◽  
Kingdom Of Saudi Arabia ◽  
The United Kingdom ◽  
International Data ◽  
Shed Light

This paper aims to shed light on distance education in the United Kingdom and comparing it to distance education in the Kingdom of Saudi Arabia, the extent of its use in improving the processes of distance learning and education, and ways to overcome the problems facing distance education in the Kingdom of Saudi Arabia. The study relied on reports and analysis of international data conducted by the Organization for Economic Cooperation and Development (OECD). Among the most important findings of the study: It is possible to benefit from the experience of the United Kingdom in distance learning, and there are significant differences in distance learning between the two countries, and there are few similarities. Among the most important recommendations of the study: To benefit from the experiences of British universities and institutions in distance education, and to simulate the platforms and applications used in distance education in the United Kingdom and how to benefit from them, and to benefit from the experience of the United Kingdom in responding to economic growth and bridging the digital divide by using the Internet in schools to teach academic subjects.

Challenges Experienced in Distance Education and Solution Suggestions During the COVID-19 Pandemic Period

2022 ◽  
pp. 418-435
Author(s):  
Hakan Kilinc
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
Support Services ◽  
Learning Processes ◽  
Teaching Techniques ◽  
Measurement Evaluation ◽  
Evaluation Techniques ◽  
Taking Responsibility

In this study, which was carried out in order to identify the challenges experienced in distance education during the COVID-19 pandemic period and to propose solutions to these problems, the phenomenology design was used. Twelve experts who had experience of distance education during the COVID-19 period contributed to the study. The findings obtained within the scope of the study show that there are challenges such as the unpreparedness of institutions, insufficient infrastructure, increased digital divide among learners, and difficulties in measurement-evaluation processes and support services processes during the pandemic period. Regarding the solution of these problems, solutions such as investing in infrastructure, revising support services, using teaching techniques suitable for distance education, taking responsibility in learning processes, and changing measurement-evaluation techniques have been presented.

International Collaboration in Distance Education in Sub-Saharan Africa

2010 ◽  
Vol 1 (4) ◽  
pp. 31-45
Author(s):  
Gbolagade Adekanmbi ◽  
Bopelo Boitshwarelo
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
International Collaboration ◽  
Sub Saharan Africa ◽  
African Countries ◽  
Development Goals ◽  
Sub Saharan ◽  
Viable Approach ◽  
Collaborative Efforts ◽  
And Training

This chapter examines international collaboration in distance education in Sub-Saharan Africa (SSA), focusing on efforts aimed at utilizing technology. It identifies a number of significant collaborative endeavors. The collaborative efforts observed have a similar goal of pooling together ICT resources and expertise towards improving educational outcomes. The prevalence of teacher education and training across the initiatives, in the context of the Millennium Development Goals, is noted. Institutions outside Africa are actively involved in the funding and provision of expertise. Also, the AVU consortium model seems to be a viable approach to collaboration, with notable results seen. With the challenges facing technology-focused collaboration, such as a lack of enabling policies and the digital divide, the chapter suggests that African countries and institutions should pursue a culture of change and be more flexible. More formal training in distance education, utilizing Africans in the Diaspora and promoting dialogue across international spectrums are also recommended.

Digital Divide

2011 ◽  
pp. 581-584
Author(s):  
Christiane Reilly
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
The Internet ◽  
Degree Programs ◽  
Sociological Perspective ◽  
Multiple Perspectives ◽  
Printed Media ◽  
Master's Degree Programs ◽  
Education Courses ◽  
Reform Education

Distance education (DE) is a reality. Pop-up advertisements of online master’s degree programs appear with regularity on the Internet, and distance education courses are marketed via television, radio, and the printed media. It seems as though the options of receiving an education are expanding all around us. While DE indeed appears to reform education at a rapid speed, it is important to slow down and take a careful look at the issues DE presents to learners, to the market of education, and to society at large. Looking at DE from an educator’s perspective alone is not sufficient, as the effects of technology are interwoven with our economic, political, and sociological dimensions. While in today’s world the trend is toward specialization, it is a generalist’s view or multiple perspectives that are necessary in order to evaluate the effects of the digital divide. So from a sociological perspective, the question looms: Does distance education promise to widen or narrow the digital divide?

scholarly journals The same course, different access: the digital divide between urban and rural distance education students in South Africa

2019 ◽  
Vol 44 (1) ◽  
pp. 70-84 ◽  
Author(s):  
Reuben Lembani ◽  
Ashley Gunter ◽  
Markus Breines ◽  
Mwazvita Tapiwa Beatrice Dalu
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Digital Divide ◽  
Education Students

scholarly journals Mexico’s Telesecundaria Program and Equitable Access to Resources

2016 ◽  
Vol 51 (1) ◽  
pp. 657-666
Author(s):  
Dana Craig ◽  
Jose Etcheverry ◽  
Stefan Ferris
Keyword(s):  
Distance Education ◽  
Education Reform ◽  
Digital Divide ◽  
Access To Information ◽  
Equitable Access ◽  
Marginalized Communities ◽  
Renewable Energy Technologies ◽  
Energy Technologies ◽  
Key Policy ◽  
New Education

This Note provides an analysis of Mexico’s Telesecundaria program within the context of Mexico’s new education reform framework offering a succinct background of the project, as well as key policy lessons that can be useful for other jurisdictions interested in the development of distance education programs. This Note uses a literature and data analysis review approach, as well as qualitative analysis of interview data collected recently in Mexico by the authors. The Note positions pedagogical approaches to distance education within the context of developments in communication, internet access and renewable energy technologies, as well as within the challenges of the digital divide as means of powering digital access to information and education to remote, rural and marginalized communities.

scholarly journals Equity in Distance Education During COVID-19

2021 ◽  
Vol 6 (1) ◽  
pp. 1-24
Author(s):  
Tamika K Williams ◽  
Robert W McIntosh ◽  
William B. Russell
Keyword(s):  
Qualitative Research ◽  
Distance Education ◽  
Focus Group ◽  
Digital Divide ◽  
Phenomenological Approach ◽  
Focus Group Interviews ◽  
Technological Advances ◽  
Access To Technology ◽  
Group Interviews

The COVID-19 pandemic forced districts, schools, and teachers to mobilize in order to deal with the digital inequities that have existed for decades. At the beginning stages of technological advances in education, the so-called digital divide related more to access to technology and equipment. Utilizing the phenomenological approach to qualitative research, this study examines the experiences of educators who served students with differing experiences and needs during the COVID-19 pandemic. Total of 14 (N) educators (including adminstrators, teachers, and counselors) participated likert style questionaires. 11 of 14 participated in focus group interviews. Findings are shared and conclusions are drawn.  

Sign in / Sign up

Export Citation Format

Share Document