Analyzing digital divide within and between member and candidate countries o f European Union

Çilan, Çiğdem Arıcıgil; Bolat, Bilge Acar; Çoşkun, Erman

doi:10.1016/j.giq.2007.11.002

Cited by 99 publications

(54 citation statements)

References 7 publications

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“…In this hyper-competitive online technology epoch, each student can be not only a traditional learner to singly acquire knowledge from lecturers but also an educator to provide their own personal experience and professional comments to each other through two-way learning platform in online learning course ("OLC") (Fini, 2009;Hill, 2012) without the geographic and time limitation of traditional face-to-face educational circumstance (Norris, Sullivan, Poirot, & Soloway, 2003). Subsequently, making a comprehensive survey on the relative ED researches fields (Damarin, 2000;Dickard & Schneider, 2002;Saheb, 2005;Çilan, Bolat, & Coşkun, 2008;Singh, 2010), in consideration of digital characteristics of OLCs, the digital characteristics of OLCs are positive to impact the popularized level of OLCs (Song, Singleton, Hill, & Koh, 2004) ; the popularized level of OLCs is able efficiently to enhance SBLA and EILC (Kizilceca, Sanagustínb, & Maldonadob, 2016) and consequently, the intensification of SBLA and EILC is obviously able to an interfered impact on the digital characteristics of OLCs and level of rural-urban ED (as referred Figure 1). …”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

An Empirical Study of Education Divide Diminishment through Online Learning Courses

Hsieh

2017

EURASIA J MATH SCI T

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According to the swift development of education system, Taiwanese government is always devoting diminishing the educational divide between rural and urban regions. This research focuses on this educational divide by cross-employing the Grey Relational Analysis (GRA) of quantitative analysis and the Fuzzy Set Qualitative Comparative Analysis (fsQCA) of qualitative analysis in order to reinforce research reliability, validity and representativeness. These analysis method are used to assess the results of questionnaires given to professors', senior industrialists' and senior professionals' experts. Two valuable conclusions are comprehensively induced from the evaluated results: (1) the autocorrelationships between the digital characteristics of Online Learning Courses (OLCs) and the level of rural-urban Education Divide (ED) are completely testified through the correlationships evaluations of the educational features Mediators that directly and powerfully resupply the educational research myth and gap and (2) Connectionization of Course Operation (C-CO) of the digital characteristics of Online Learning Courses (OLCs) is positive to effectively enhance the educational features of the students' basic learning abilities (SBLA) and the educationinstitution learning capabilities (EILC) that empirically provide the most beneficial niche strategy to minimize the rural-urban Education Divide (ED).

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

An Empirical Study of Education Divide Diminishment through Online Learning Courses

Hsieh

2017

EURASIA J MATH SCI T

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“…There are a number of studies that exploit different techniques, such as Quantile Regression (Dewan, Ganley, & Kraemer, 2005), Factor and Cluster analysis (Vicente & Lopez, 2006Trkman, Jerman-Blazic, & Turk, 2008), Multivariate Analysis of Variance (Cilan et al, 2009), and Canonical Correlation Analysis (Billon et al, 2009). However, all of these studies were primarily focused on examining the determinants and causes of the digital divide across countries.…”

Section: Analytical Support For Benchmarking the Digital Divide Acrosmentioning

confidence: 99%

“…There are different levels and perspectives for assessments of the digital divide (Bertot, 2003;Billon, Marco, & Lera-Lopez, 2009;Chen & Wellman, 2004;Cilan, Bolat, & Coşkun, 2009;Norris, 2001;Sciadas, 2004, etc.). In this paper, we focus on cross-country benchmarking the digital divide by exploring ICT readiness, intensity and ICT capability or skills, which conforms to the OECD definition of the digital divide (OECD 2001, p. 5).…”

Section: Introductionmentioning

confidence: 99%

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation

Petrović

Bojković

Anić

et al. 2012

Government Information Quarterly

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“…Initial studies on the digital divide have been made in the United States and over time, many national and international institutions showed interest in this area and have based their studies on different variables in order to measure the digital divide (Çilan, Bolat, & Coşkun 2009). Because of the multi-dimensional aspects of the information society, various index measures were developed to compare levels of the information society, such as, information society index, digital opportunity index, ICT opportunity index, ICT development index, e-readiness index, network readiness index, digital access index, mobile/Internet index and the technology achievement index (Atici, 2010;Çilan et al, 2009).…”

Section: Measurements Of the Digital Dividementioning

confidence: 99%

“…Because of the multi-dimensional aspects of the information society, various index measures were developed to compare levels of the information society, such as, information society index, digital opportunity index, ICT opportunity index, ICT development index, e-readiness index, network readiness index, digital access index, mobile/Internet index and the technology achievement index (Atici, 2010;Çilan et al, 2009). …”

Section: Measurements Of the Digital Dividementioning

confidence: 99%

Exploring the Aspects of Digital Divide in a Developing Country

Acılar¹

2011

IISIT

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The rapid development and diffusion of the information and communication technologies (ICTs) have fundamentally changed many aspects of life and societies around the world. ICTs, especially the Internet, have affected the way we all live, communicate, work, study, and socialize in many ways. Today, ICTs have become an integral part of the developed countries. ICTs have the potential to support economic growth, to provide opportunities, and to increase democracy in developing countries. Yet, many developing countries have not been able to take advantages of the opportunities offered by ICTs. There are significant differences between developed and developing countries in terms of accessing and using the ICTs. That is defined as global digital divide. There are also different types of digital divide within a country, such as the gender divide, the age divide and the income divide. The main aim of this paper is to explore the digital divide in a developing country, Turkey, and to highlight some approaches to bridge it.

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Analyzing digital divide within and between member and candidate countries o f European Union

Cited by 99 publications

References 7 publications

An Empirical Study of Education Divide Diminishment through Online Learning Courses

An Empirical Study of Education Divide Diminishment through Online Learning Courses

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation

Exploring the Aspects of Digital Divide in a Developing Country

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