Information and communication technologies (ICT) for access to quality education in the global south: A case study of Sri Lanka

Lim, Cher Ping; Ra, Sungsup; Chin, Brian; Wang, Tianchong

doi:10.1007/s10639-019-10069-3

Cited by 23 publications

(21 citation statements)

References 19 publications

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“…While the identification of generic determinants is important, policy makers in HE in DCs also need to know if there are ICT use determinants which are unique to their specific contexts if they are to make informed decision. Given these considerations, and the contextual nature of determinants of ICT use (Lim et al, 2020), we assume the need for a profound study of factors that determine ICT uptake and sustained use in Ethiopian HE. In so doing, we first propose a conceptual framework that consists of individual, institutional and infrastructurerelated determinants of instructors' ICT use based on available literature.…”

Section: Introductionmentioning

confidence: 99%

Determinants of instructors’ educational ICT use in Ethiopian higher education

et al. 2021

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ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors' educational use of ICT. First, it presents a conceptual framework of factors that explain instructors' ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructurerelated determinants of the framework are perceived to be relevant in determining instructors' ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students' ICT competence and access to ICT infrastructure as new determinants of instructors' educational ICT use. Implications for theory-building are discussed and follow-up research is proposed.

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Section: Introductionmentioning

confidence: 99%

Determinants of instructors’ educational ICT use in Ethiopian higher education

et al. 2021

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“…This agrees with this study because a Nano-MOOC is an educational innovation of micro-learning whose use allows solving academic difficulties and supports improving the academic performance of students. In a study from the Global South, its application improved learning with significant effects [22].…”

Section: Resultsmentioning

confidence: 99%

Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

Ibadango-Galeano¹,

Guevara-Vega²,

Granda³

2021

ujer

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“…Electronic devices such as computers and tablets need to be in good working order to be used by students and teachers through a quality Internet connection and with technical support available for maintenance and upgrades of hardware and software. In some remote areas and poorer countries, the digital divide is severe, and some educational institutions do not have computers and an Internet connection (Asamoah, 2021;Lim et al, 2020a;Nikolopoulou et al, 2019;Southgate et al, 2019).…”

Section: Scientific Challenges and Opportunities For E4 Developmentmentioning

confidence: 99%

“…Asamoah (2021),Cao et al (2020),Lim et al (2020a),Nikolopoulou et al (2019),Qasem et al (2019),Ghavifekr and Rosdy (2015),Skryabin et al (2015),Southgate et al (2019),Wei et al (2015) The resistance of teachers and principal in using I4 technologies in teachingHämäläinen et al (2021), Qasem et al (2019), Gil-Flores et al (2017), Scherer et al (2015) Absence of legislation and data protection and privacy mechanisms in the use of this information Fischer et al (2020), Qasem et al (2019), Daniel (2015), González-Martínez et al (2015), Reyes…”

mentioning

confidence: 99%

Towards the revolution and democratization of education: a framework to overcome challenges and explore opportunities through Industry 4.0

Costa¹,

Santos²,

Oliveira³

2021

Informatics in Education

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Education 4.0 (E4) aims to improve the teaching-learning process and democratize access to quality education by using Industry 4.0 technologies in educational environments. The main objective of this article is to propose a framework containing a package of policies and initiatives for the drivers of society (industry, government, and academia) to develop E4. The framework was elaborated through systematic review based on good practices, challenges, and opportunities of E4, which were systematized considering the technical-scientific literature and the authors' experience. The main scientific contribution of this work is the creation of a new block of knowledge about E4 that expands and at the same time deepens the existing literature and can support new research and foster initiatives on the subject. Its main applied contribution is to increase access to quality education through the development of E4.

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Information and communication technologies (ICT) for access to quality education in the global south: A case study of Sri Lanka

Cited by 23 publications

References 19 publications

Determinants of instructors’ educational ICT use in Ethiopian higher education

Determinants of instructors’ educational ICT use in Ethiopian higher education

Nano-MOOC: Public Finance Techno-Pedagogy-Learning Resource at Universidad Técnica del Norte

Towards the revolution and democratization of education: a framework to overcome challenges and explore opportunities through Industry 4.0

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