Distance education in the third world: critical analysis on the promise and reality

Arger, Geoff

doi:10.1080/0268051900050203

Cited by 11 publications

(7 citation statements)

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“…Understanding the past influence and future potential of distance learning for challenges related to food security and rural development is not an easy task. Substantial literature has emerged that either describes or evaluates the past experiences and future potential of distance learning in developing countries (Arger, 1985(Arger, , 1990Bilham & Gilmour, 1995;Daniel, 1990;Dodds, 1996;Farrell, 1999;Guy, 1991;McAnany et al, 1983;Perraton, 2000;Shrestha, 1997aShrestha, , 1997bUNESCO, 1997;Young et al, 1980) or in particular regions such as Africa (Chale & Michaud, 1997;Fillip, 2000;John, 1996a, 1996b, Saint, 1999UNESCO 1990UNESCO , 1991UNESCO , 1995. In these and other publications, a range of general claims has been made about the strengths and limitations of distance learning in developing countries.…”

Section: Distance Learning and The Developing Countriesmentioning

confidence: 99%

Distance Learning for Food Security and Rural Development: A Perspective from the United Nations Food and Agriculture Organization

McLean¹,

Gasperini²,

Rudgard³

2002

IRRODL

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<P class=abstract>This article introduces the work of the United Nations Food and Agriculture Organization (FAO), and describes its interest in the application of distance learning strategies pertinent to the challenges of food security and rural development around the world. The article briefly reviews pertinent examples of distance learning, both from the experience of FAO and elsewhere, and summarises a complex debate about the potential of distance learning in developing countries. The paper elaborates five practical suggestions for applying distance learning strategies to the challenges of food security and rural development. The purpose of publishing this article is both to disseminate our ideas about distance learning to interested professional and scholarly audiences around the world, and to seek feedback from those audiences.</P>

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Section: Distance Learning and The Developing Countriesmentioning

confidence: 99%

Distance Learning for Food Security and Rural Development: A Perspective from the United Nations Food and Agriculture Organization

McLean¹,

Gasperini²,

Rudgard³

2002

IRRODL

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“…Distance education has been considered as a mechanism to spread education to rural masses in developing nations in several Asian and African countries [1,12,3]. The core idea is to extend the reach of the available skilled teachers, generally located in urban areas, to a larger community of rural students using Information and Communication Technologies (ICT).…”

Section: Introductionmentioning

confidence: 99%

A novel framework for distance education using asynchronous interaction

Wattamwar

Oberoi

Ghosh

2011

Proceedings of the Third International ACM Workshop on Multimedia Technologies for Distance Learning

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Unavailability of skilled teachers is a major hindrance to the spread of education, especially in the remote areas of rural India and many developing nations. We propose a novel framework for distance education, which enables asynchronous interaction between city-based expert teachers and rural classrooms, so that the teacher's outreach extends to a much larger student community. The education delivery system is consciously based on low-cost equipment, familiar to the rural community. The solution complements DirectTo-Home (DTH) television network based delivery of video lectures with slow-speed Internet to support asynchronous interactivity. A specially designed low-cost hardware seamlessly integrates DTH with Internet and uses TV as the display device in a classroom setup. The technology solution is complemented with a revenue-sharing model to attract skilled teachers to create quality contents and builds an ecosystem of partners of educators and service providers.

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“…Arger recites the promise of distance education to be "offering mass, quality, cost-efficient education which could affect social change" 4 . While mass certainly has different values depending on the implementation, the intent of this project is to appropriately scale the effort.…”

Section: Distance Education--assessing the Scale And Goalsmentioning

confidence: 99%

“…Quality is another benefit in the "promise" of distance education 4 . Because of the varying quality with distance education, the developers would need to take care when creating the tools.…”

Section: Distance Education--assessing the Scale And Goalsmentioning

confidence: 99%

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Work in Progress: Providing Continuing Education for Teachers in the Dominican Republic Using Online Modules Developed through a First-Year Capstone Project

Reeping¹,

Reid²,

Estell³

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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is a sophomore majoring in Engineering Education with a minor in Mathematics and an undergraduate research assistant. He is a Choose Ohio First scholar inducted during the 2012-2013 school year and the recipient of the Remsburg Creativity Award for 2013. Also, he is a member of the freshman honorary society (Alpha Lambda Delta / Phi Eta Sigma) and the mathematics honorary society (Kappa Mu Epsilon). His research interests involve improving mathematical perseverance and literacy in students and exploring general topics in K-12 engineering (student perceptions of engineering).

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Distance education in the third world: critical analysis on the promise and reality

Cited by 11 publications

References 0 publications

Distance Learning for Food Security and Rural Development: A Perspective from the United Nations Food and Agriculture Organization

Distance Learning for Food Security and Rural Development: A Perspective from the United Nations Food and Agriculture Organization

A novel framework for distance education using asynchronous interaction

Work in Progress: Providing Continuing Education for Teachers in the Dominican Republic Using Online Modules Developed through a First-Year Capstone Project

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