Digital learning for developing Asian countries

Abstract

Routledge is an imprint of the Taylor & Francis Group, an informa business © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors The right of Kerry J. Kennedy and John Chi-Kin Lee to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. With the exception of Chapters 35, 36, 37, and 38, no part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Chapter 35, 36, 37, and 38 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play?

“…While approximately a third of teachers dropped out of the online course, no participants dropped out of the hybrid school-based programmes ( ⇡ibid. ) This study corroborates the findings of reports that identify high attrition rates as a weakness of MOOCs ( ⇡Asia: Lim, et al, 2018 ). In Kenya and North America, the Peer-to-Peer University programme combined MOOCs with a series of weekly in-person study groups.…”

Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program

“…However, in practice, access to equal opportunities does not ensure equal outcomes because of structural inequalities that privilege the already advantaged (Peurach et al, 2019;Roemer & Trannoy, 2015). An equity perspective argues that access to equal opportunities is not sufficient and that compensatory measures are needed in order to ensure that all groups can have equal outcomes (Clancy & Goastellec, 2007;Lim et al, 2018). Finally, quality in a professional setting is the extent to which the learning experiences develop the knowledge and skills to be successful within a professional field.…”

A review of ICT-enabled learning for schoolgirls in Asia and its impacts on education equity

“…However, one of the barriers to DGBL adoption in developing economies is the cost of developing and deploying games in local schools, including the required resources and teachers’ capacity for integrating games with course content. Such barriers underscore the need for affordable game design and the specific affordances of games for learning (Lim et al, 2018 ). Hence, learning activities using various ICT tools can benefit schoolgirls in low-income countries or rural areas.…”