Factors related to rural school administrators’ satisfaction with distance education

Irvin, Matthew J.; Hannum, Wallace H.; Varre, Claire de la; Farmer, Thomas W.; Keane, Julie

doi:10.1080/01587919.2012.723163

Cited by 11 publications

(5 citation statements)

References 8 publications

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“…Multiple virtual learning environments exist whose delivery modes range from real time interaction with a teacher (synchronous) to course delivery that occurs without simultaneous teacher/student interaction (asynchronous; Queen & Lewis, 2011). Virtual schools may be used in rural school settings when a lack of qualified teachers, small student populations, or insufficient funding prevents specific course offerings (Irvin, Hannum, De la Varre, Farmer, & Keane, 2012). In fact, 59% of rural school districts use virtual schools (Queen & Lewis, 2011).…”

Section: Rural Challengesmentioning

confidence: 99%

Instructional Technology for Rural Schools: Access and Acquisition

Sundeen

2013

Rural Special Education Quarterly

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Integrating instructional technology into all classrooms has the potential to transform modern education and student learning. However, access to technology is not equally available to all districts or schools. Decreased funding and budgetary restraints have had a direct impact on technology acquisition in many rural school districts. One of the critical issues for obtaining instructional technology is to identify the most cost effective resources possible. Compared to larger school districts where funding allocations for technology may be readily available, rural districts have unique needs and may have to rely on alternate funding for instructional technology needs. This article addresses instructional technology types and availability, procurement options, and school or classroom grants available to rural school districts.

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Section: Rural Challengesmentioning

confidence: 99%

Instructional Technology for Rural Schools: Access and Acquisition

Sundeen

2013

Rural Special Education Quarterly

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“…Despite government efforts to improve both urban and rural school facilities, geographical inequality remains prevalent (Bai, 2020). Irvin et al (2010) found that rural schools face technology barriers, such as poor internet connectivity, which limit online resources and distance learning options. Substantial disparities exist in teacher quality and academic achievement between rural and urban schools.…”

Section: The Allocation Of Educational Resourcesmentioning

confidence: 99%

“…Lei et al (2018) confirmed that insufficient teacher quality contributes to subpar academic achievement among rural students. Additionally, rural teachers face challenges in accessing professional training and adopting new teaching methods (Duan, 2016;Irvin et al, 2010). The lack of infrastructure, limited technology access, and inadequate teacher training further exacerbate educational disparities between rural and urban areas (Yang et al, 2018).…”

Section: The Allocation Of Educational Resourcesmentioning

confidence: 99%

Urban vs. Rural Pathways to Higher Education: Analyzing Post-2020 Educational Inequity through Family Backgrounds and Resource Allocation in Guangdong

Haishan,

Syed-Abdullah

2024

IJARPED

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“…Inadequate training for online instructors can result in the misuse of technology and ineffective teaching practices in the online environment. Concern with quality of online courses is also a burning issue (Irvin, Hannum, de la Varre, Farmer, & Keane, 2012).…”

Section: Challenges Of Online Education In Generalmentioning

confidence: 99%

Online Higher Education in Bangladesh: Challenges and Prospects

Chowdhury¹,

Behak²

2021

J.educ.soc.sci

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Online education has become a necessity during the recent Corona pandemic. It has been a popular medium of education in universities of many developed and developing countries around the world for a considerable period of time. This mode of education is now a necessity for higher education as well. But in Bangladesh it has not gained popularity for a number of reasons and a switch to it has always been seen as a challenge. This research investigates the challenges in implementing online higher education and prospects for this type of education for Bangladeshi universities. This research follows the qualitative method and depends on secondary data. The study finds out that in spite of a number of rational challenges in implementing online education, it offers a lot of prospects for Bangladeshi higher education for all time. It suggests that online education can be a good alternative of program delivery for universities of Bangladesh in view of a number of practical factors. It recommends that at least a specific percentage of courses in any program of universities may be offered online in the backdrop of challenges problems prevailing in universities and the prospects it will offer to our higher education providers.

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Factors related to rural school administrators’ satisfaction with distance education

Cited by 11 publications

References 8 publications

Instructional Technology for Rural Schools: Access and Acquisition

Instructional Technology for Rural Schools: Access and Acquisition

Urban vs. Rural Pathways to Higher Education: Analyzing Post-2020 Educational Inequity through Family Backgrounds and Resource Allocation in Guangdong

Online Higher Education in Bangladesh: Challenges and Prospects

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