Digital Gaps Influencing the Online Learning of Rural Students in Secondary Education: A Systematic Review

Abstract

The digital gaps that were amplified due to the COVID-19 pandemic deepened more in vulnerable areas in different parts of the world. The present work aims to analyze the study of digital gaps that influence online learning of students from rural areas in secondary education, based on a systematic review of the literature. It was developed using the PRISMA methodology, the scientific information was retrieved from the Web of Science and ERIC databases in a period of three months. In the searches it was taken as inclusion criteria; open access, year of publication 2017 - 2021, English and Spanish language, rural secondary education level and exclusion; articles whose studies were carried out in higher education, in specific areas, related to research policies, evaluation, studies before 2017 and articles from systematic reviews. The results and findings emphasize that digital literacy levels are scarce and limited in terms of the skills developed by students and teachers to achieve digital competencies, in addition to restricted access due to technological, economic, and coverage gaps of families. The conclusions are aimed at strengthening urgent educational policies in addition to the integration of the school curriculum.

The Correlation Between the Use of Online Learning Platforms and Undergraduate Students’ Self-Efficacy

“…Therefore, instead of being depressed or stressed when faced with advanced tasks, students with a high level of self-efficacy will feel more challenged (Alqurashi, 2016). As the focus of the current study, online learning is challenging for most students in non-urban areas (Samane-Cutipa et al, 2022); therefore, teachers' use of online learning platforms needs to consider the dimensions of students' self-efficacy in order that students are more encouraged to success in online learning.…”

Valuation and Analysis of Online Teaching Platforms in Post-pandemic Era

“…*Correspondence: wangyanshiyuan@163.com computer or a mobile phone, we can discuss problems online with people from different majors and the same major, shorten the distance between us, communicate with each other in a relaxed atmosphere to learn from each other and achieve personalized learning. Of course, we also depended on the appropriate online platform, a suitable platform can improve the teaching or learning effect [6,7]. Although there is rich teaching resource on the online platforms, which could break through the limitations of time and space at the same time, achieving resource sharing, saving education costs, and allowing students and teachers to live, study and work more harmoniously, we cannot ignore its disadvantages.…”

Updating the professional profile of the modern teacher: the results of a regional study

“…Among the emerging interactive teaching methods are game methods in project management. Jaccard D., Bonnier K.E., Hellström M. draw the attention of the scientific community to the fact that the research in this subject area focuses mainly on the characteristics of games themselves [3,[12][13][14], while the little is found on the teaching methodology for the development and use of this approach in project management. The development of technical tools of learning leads to the need for teachers to apply the integrated concept of learning, including virtual and augmented reality hybrid simulation.…”