The Latent Digital Divides and Its Drivers in E-Learning: Among Bangladeshi Student During COVID-19 Pandemic

Badiuzzaman, Md; Rafiquzzaman, Md.; Rabby, Insiat Islam; Rahman, Mohammad Mustaineer

doi:10.20944/preprints202106.0446.v1

Cited by 5 publications

(1 citation statement)

References 23 publications

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“…Due to the immense application of A.I., automation, and robotics, most of the existing workforce has to confront either migration of profession or acquiring new skills to accommodate the contemporary technological ecosystem. The employability characteristics in the workplace are shifting due to the ongoing change in technology, services, and markets, as well as demographic changes in the globe that demand lifelong skill development opportunities [11,12]. Empirical evidence suggests that the opportunity for skill development influences employability improvement and career sustainability [11].…”

Section: Moocs For Upskillingmentioning

confidence: 99%

Perspective Chapter: MOOCs to Bridge the Multilevel Digital Divide

Badiuzzaman¹,

Jiang²,

Thakur³

et al. 2023

Massive Open Online Courses - Current Practice and Future Trends

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Globally, individuals' access to the Internet and digital device has increased. Therefore, MOOCs have been accessible to a wide range of learners with an opportunity to acquire new competencies and knowledge. Contemporary research on the digital divide suggests that increasing access to the Internet and device does not imply that the digital divide has been bridged. The concept of the digital divide went beyond physical access gaps to multilevel disparities such as skill gaps and gain gaps. Nonetheless, MOOCs have the potential to bridge the multilevel digital divide by offering free-of-cost digital skill learning opportunities and enhancing individuals' capability to gain offline benefits from online knowledge. This chapter discusses how MOOCs can contribute to bridging the multilevel digital divide. Besides, the chapter will discuss digital accessibility issues to facilitate people with disabilities. The accessibility issues can hinder them from accessing MOOCs despite having substantial access to the Internet and devices, resulting in digital inequalities. This chapter will provide guidelines to promote learning equity through MOOCs.

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Section: Moocs For Upskillingmentioning

confidence: 99%

Perspective Chapter: MOOCs to Bridge the Multilevel Digital Divide

Badiuzzaman¹,

Jiang²,

Thakur³

et al. 2023

Massive Open Online Courses - Current Practice and Future Trends

Self Cite

View full text Add to dashboard Cite

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Internationalization of Higher Education in China with Spain: Challenges and Complexities

Qiu,

García-Aracil,

Isusi-Fagoaga

2024

Education Sciences

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The coronavirus 2019 pandemic has influenced the internationalization of higher education, reflecting its broader impacts on the economic, geopolitical, and technological development of countries. Governments have prioritized the internationalization of higher education post-pandemic to generate income and create a sustainable economy by cultivating foreign language talents. Although there are studies analyzing the internationalization of higher education through the students’ mobility, in our case, there is a scarcity of studies on the internationalization between China and Spain; in particular, Spanish universities lack references to attract more Chinese students. To bridge this gap in the literature, we conducted semi-structured interviews with eight experts in the implementation of internationalization in higher education from four universities in China and Spain. The findings reveal that internationalization is associated with promoting Chinese regional development, and their students can access better quality education. Key motivators for Chinese students in Spain include the improved world ranking of universities and the demand for more courses in English. Although the biggest obstacle to cooperation between both countries is communication, a trusted intermediary could overcome part of this problem. Moreover, the use of new technologies could facilitate sustainable internationalization and regional development.

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Using Job Demands–Resources Theory to Predict Work–Life Balance among Academicians in Private Universities in Egypt during the COVID-19 Pandemic

Selim

Kee

2022

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Employers are divided into those who support their employees to achieve work–life balance and others who believe that employees should devote anything in their life to fulfilling work obligations. Employees in different occupations struggle to balance their work and life adequately. Especially during the pandemic, the barriers between work and life diminished. This study proposes that self-efficacy could be a potential moderator under personal resources. Drawing on the Job Demands–Resources Theory (JD–R) and Conservation of Resources Theory (COR), this study empirically tested the role of emotional demands and supervisor support in predicting the academicians’ perception of work–life balance in Egypt during the COVID-19 pandemic. Data were collected from 504 academicians employed in the top 10 private universities in Egypt. Results reveal that emotional demands and supervisor support were related to work–life balance. Self-efficacy moderated the relationship between supervisor support and work–life balance. However, self-efficacy did not moderate the relationship between emotional demands and work–life balance. Our findings provide new insights, contribute to the literature on the work–life balance topic among academicians during the pandemic, and enhance the universities’ understanding of implementing strategies to help achieve a work–life balance.

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The Latent Digital Divides and Its Drivers in E-Learning: Among Bangladeshi Student During COVID-19 Pandemic

Cited by 5 publications

References 23 publications

Perspective Chapter: MOOCs to Bridge the Multilevel Digital Divide

Perspective Chapter: MOOCs to Bridge the Multilevel Digital Divide

Internationalization of Higher Education in China with Spain: Challenges and Complexities

Using Job Demands–Resources Theory to Predict Work–Life Balance among Academicians in Private Universities in Egypt during the COVID-19 Pandemic

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