Digital divide and access to online education: new evidence from Tamil Nadu, India

Jafar, K; Ananthpur, Kripa; Venkatachalam, L.

doi:10.1007/s40847-023-00236-1

Cited by 13 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The shift to virtual learning could deviate from students' familiar learning environment, and negatively influence their levels of engagement. Another notable reason is the technology familiarity [20]. Foreign-trained residents might come from countries where digital infrastructure is less developed, so they may have fewer online learning experiences in their home countries and the transition to online learning would be more challenging for them as they need additional time to be familiar with online learning tools.…”

Section: Residents Obtained Dental Degrees Outside Of the Us/canadamentioning

confidence: 99%

Perception of Virtual Learning among Dental Residents and Faculty during the COVID-19 Pandemic

Cui,

Kar,

Vasani

et al. 2024

Preprint

View full text Add to dashboard Cite

Objectives: Aim to assess the perceptions of virtual learning among dental residents and faculty and employ Regulatory Focus Theory (RFT) to understand the impact of motivational orientations on virtual learning during COVID pandemic. Methods: 46 dental residents and 10 faculty in Upstate New York participated in the study (June -August 2021). Questionnaires were used to collect demographics, perceptions of virtual learning, burnout, and RFT types (promotion and prevention focus). Multiple regression analyses were used to examine factors associated with perceptions of virtual learning and burnout. Results: Overall, 70% of residents and 44% of faculty found virtual learning effective. Younger residents with less experience preferred virtual learning more than their older, experienced peers. Residents trained outside the U.S. and Canada favored in-person learning more than those trained within. Furthermore, residents with a higher promotion focus score found virtual learning more interactive for didactic courses. Additionally, 52% of residents experienced burnout, with a higher incidence among females (p=0.044). Conclusions: Virtual learning is well-received by dental residents and faculty, with potential for continued use post-pandemic. Future efforts should focus on creating an inclusive and supportive educational environment that meets the motivational and well-being needs of dental residents and faculty.

show abstract

Section: Residents Obtained Dental Degrees Outside Of the Us/canadamentioning

confidence: 99%

Perception of Virtual Learning among Dental Residents and Faculty during the COVID-19 Pandemic

Cui,

Kar,

Vasani

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…With the advent of online education, we have celebrated a pivotal development in the quest to democratize access to learning, heralded for its potential to transcend geographical, socio-economic, and cultural barriers that have traditionally impeded equitable educational opportunities (Iivari, Sharma, & Ventä-Olkkonen, 2020;Jafar, Ananthpur, & Venkatachalam, 2023). Despite its transformative promise, the deployment of online education across various landscapes has illuminated stark disparities, highlighting a complex web of challenges that hinder its effectiveness in fostering educational equity (Bhattacharya, 2020).…”

Section: Introductionmentioning

confidence: 99%

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

Greaves

2024

IJCE

View full text Add to dashboard Cite

This qualitative case study examines the impact of online education in Smith County (a pseudonym), a rural area in the southwestern United States characterized by economic challenges and a large Hispanic population. This study aimed to identify the barriers to and facilitators of educational equity in digital environments. A purposive sampling was utilized to select participants who could provide rich, in-depth insights into the impact of online education within Smith County. In-depth interviews were conducted and focus groups held with students, teachers, and administrators within Smith County. Data analysis was conducted through an iterative process of coding and thematic analysis. The study was informed by the theoretical framework of digital divide and culturally responsive pedagogy. This study delved into the nuanced challenges faced by this community, including technological access, digital literacy, and socio-economic factors. The analysis also explored the pedagogical approaches and support systems that contribute to effective online learning experiences within this rural area. The findings revealed a complex interplay of factors affecting online education engagement and success, highlighting the critical role of tailored support services, culturally responsive teaching, and community partnerships to enhance educational outcomes. The study underscores the importance of understanding local contexts and learner needs in designing and implementing online education programs that specifically address equity. Major conclusions point toward the need for comprehensive strategies that go beyond providing internet access, emphasizing the creation of inclusive, supportive online learning communities. This research contributes to the discourse on educational equity in the digital age, offering insights for educators, policymakers, and online education providers seeking to improve access and outcomes for all learners.

show abstract

“…The abrupt shift to online learning led many impoverished students to struggle. Research in India (Jafar et al, 2023) and Pakistan (Ullah, 2022) revealed that vulnerable students could not access appropriate technology or continue their studies like their privileged peers. In Thailand, the Equitable Education Fund (EEF, 2021) reported that 271,888 students lacked digital devices for online study and 43,013 students from disadvantaged households were forced to drop out of school due to parental loss of income and unemployment.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Academic Resilience During Crises: Cases of Secondary School Students in Phuket, Thailand

Uicheng,

Chobphon

2024

IES

View full text Add to dashboard Cite

Academic resilience is crucial in today’s crisis-prone society. This qualitative study explored the factors that shaped academic resilience during the COVID-19 pandemic to strengthen the global literature on resilience and postpandemic policy and practice in education. This study adopted a multiple-case study design, with the application of replication logic and data collection via semistructured interviews. The case studies featured interviews with three academically resilient students in Phuket and nine relevant informants, including parents, homeroom teachers, and local stakeholders. These interviews covered various factors surrounding personal qualities, families, peer groups, schools and teachers, communities and cultures, and the pandemic. Through thematic analysis, seven overarching themes emerged from the data: (1) achievement-oriented characteristics, (2) high aspirations, (3) COVID-19-driven adaptability, (4) self-directed learning in the use of online resources, (5) healthy family functioning, (6) role models, and (7) social support in the context of a giving culture.

show abstract

Digital divide and access to online education: new evidence from Tamil Nadu, India

Cited by 13 publications

References 26 publications

Perception of Virtual Learning among Dental Residents and Faculty during the COVID-19 Pandemic

Perception of Virtual Learning among Dental Residents and Faculty during the COVID-19 Pandemic

Bridging the Digital Divide: The Role of Online Education in Promoting Equity

Factors Affecting Academic Resilience During Crises: Cases of Secondary School Students in Phuket, Thailand

Contact Info

Product

Resources

About