Enhancing online distance education in small rural US schools: a hybrid, learner-centred model

Varre, Claire de la; Keane, Julie; Irvin, Matthew J.

doi:10.1080/09687769.2010.529109

Cited by 15 publications

(5 citation statements)

References 4 publications

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“…Online learning has been considered a useful tool for learning, cost-effectiveness, flexibility, and the possibility of providing world-class education (Jeffcoat Bartley and Golek, 2004;Gratton-Lavoie and Stanley, 2009;De La Varre et al, 2010). A study by Li and Lalani (2020) indicated that COVID-19 had brought change to the status of learning in the 21st century.…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021

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COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

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Section: Literature Reviewmentioning

confidence: 99%

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021

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“…Limited internet access which includes poor internet connection and low speed demotivate institutions for pursuing online education (Sinha & Bagarukayo, 2019 ). Rural communities involved in online learning find it difficult to fund and attract qualified teachers to instruct advanced courses (de la Varre, Keane, & Irvin, 2010 ). Lack of internet access and computers in homes in rural areas affect the progress of online learning (DePaul, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19

2020

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Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to elearning.

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“…Many students have engaged in online learning, either completely online or via hybrid modes that combine face-to-face and online instruction (Bradford and Wyatt, 2010). Several factors have contributed to online education's rising popularity, including its perceived efficacy as a learning tool, its low cost, flexibility and the promise of delivering the best education to students worldwide (Jeffcoat Bartley and Golek, 2004;Gratton Lavoie and Stanley, 2009;De La Varre et al, 2010;Dubey and Sahu, 2021, 2022, 2022a. Li and Lalani's (2020) research found that COVID-19 has altered the trajectory of education in the 21st century.…”

Section: Theoretical Grounding and Hypotheses Developmentmentioning

confidence: 99%

Underlying factors of student engagement to E-learning

Dubey

Pradhan

Sahu

2023

JRIT

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PurposeWith the advent of the COVID-19 and increased access to Internet technologies, students tend to use e-learning technologies for improved academic results, and since then, improving student engagement in a virtual space became a difficult task for educational institutions globally. The present study aims to examine the effect of key e-learning factors (i.e. perception, hedonic motivation (HM), usefulness, empowerment and attitude) on student engagement among open and distance learners (ODLs) of the central region of India.Design/methodology/approachSimple random sampling was applied to collect data from ODLs of Chhattisgarh. ODLs who are using e-learning platforms for at least one year were chosen to be the participant in the study. The authors collected 1,137 responses using both online and offline modes of collection.FindingsThe test results indicated that usefulness, HM and attitude factors were found to have a significant relationship with student engagement in e-learning, while perception and empowerment variables did not contribute to the engagement of students.Originality/valueThe present study is novel in its approach. It clarifies the key factors to student engagement which might increase the students' level of involvement in e-learning technologies, if these factors are addressed tactfully by the educational institutions or concerned administration.

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Enhancing online distance education in small rural US schools: a hybrid, learner-centred model

Cited by 15 publications

References 4 publications

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19

Underlying factors of student engagement to E-learning

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