Accessibility, Acceptance and Effects of Distance Education in South Asia

Jamtsho, Sangay; Rinchen, Sonam; Sangi, Nazir Ahmed; Ahmed, Sheeraz; Wikramanayake, Gihan; Wimalaratne, P.; Hewagamage, K. P.; Attygalle, Dilhari

doi:10.4135/9788132106616.n2

Cited by 3 publications

(1 citation statement)

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“…But the environment at an Internet cafe may not be ideal for everyone or for learning. A recent research study on distance educational technology in South Asia showed that that there was a gender difference in using Internet cafes, with more males using them (Jamtsho, et al, 2010). Furthermore, Internet cafe charges can be unreasonably high in some instances (Liyanagunawardena, 2012).…”

Section: Communal Access Centres (Telecentres)mentioning

confidence: 99%

Using non-Personal Computers for eLearning: Sri Lankan Experience

Liyanagunawardena

Adams

Rassool

et al. 2013

Journal of Education and Training Studies

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Communal Internet access facilities or telecentres are considered a good way to provide connectivity to people who do not possess home connectivity. Attempts are underway to utilize telecentres as eLearning centres providing access to learning materials to students who would otherwise not be able to take up eLearning. This paper reports on the findings of qualitative interviews conducted with 18 undergraduate students from two Sri Lankan universities on their eLearning experiences using communal Internet access centres. The findings suggest that despite the efforts by telecentres to provide a good service to eLearners, there are various problems faced by students including: costs, logistics, scarcity of resources, connectivity speeds, excessive procedures, and lack of support. The experiences of these Sri Lankan students suggest that there is much that needs to be understood about user perspectives in using telecentres, which could help formulate better policies and strategies to support eLearners who depend on communal access facilities.

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Section: Communal Access Centres (Telecentres)mentioning

confidence: 99%

Using non-Personal Computers for eLearning: Sri Lankan Experience

Liyanagunawardena

Adams

Rassool

et al. 2013

Journal of Education and Training Studies

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Distance Education in China and India: Collectivism and Connectivism

Carter

2009

IRRODL

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In the last decade, China and India have seen large increases in their literacy and graduation rates and an increasing emphasis on distance education and training initiatives. They are examples of nations in which economic and technological initiatives have been aligned in order to produce outcomes that ensure the population will thrive in the 21 st century. However, no country can simply equip its distance education system with updated technologies and expect to be fully prepared for 21 st century economic challenges. This report outlines the consonances and dissonances of distance education (DE) in China and India and the policy alignments required for its stable development.

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Bridging Fields at a Critical Time

Baggaley

2013

JL4D

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The Journal of Learning for Development is launched at a critical time in the evolution of technology-based education. Currently, the ‘massive open online course’ is being welcomed as a cost-saver by educators in developed and emerging nations alike. Evaluation studies of MOOC impact, however, do not as yet confirm that courses with massive student numbers and no teachers are universally viable; and MOOC courses and evaluations have not taken developing-country needs into account. The new Journal, with its emphasis on the educational needs of developing as well as developed regions, can help to advise innovations of this type.

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Accessibility, Acceptance and Effects of Distance Education in South Asia

Cited by 3 publications

References 0 publications

Using non-Personal Computers for eLearning: Sri Lankan Experience

Using non-Personal Computers for eLearning: Sri Lankan Experience

Distance Education in China and India: Collectivism and Connectivism

Bridging Fields at a Critical Time

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