Unpacking the equity of accessing the digital library and educational television channels for primary and secondary school students in Ethiopia

Mengstie, Missaye Mulatie; Simegn Sendek,

doi:10.1080/2331186x.2023.2253052

Cited by 2 publications

(1 citation statement)

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“…Belaya (2018) explores the integration of elearning in vocational education, advocating for blended learning to maximize effectiveness (Belaya, 2018). Mengstie & Sendek (2023) highlight disparities in access to digital education resources in Ethiopia, underscoring the need for equitable access across socio-economic and geographic regions (Mengstie & Sendek, 2023). Oster et al (2021) focus on the accessibility of different learning modes for K-12 students in the U.S. during the COVID-19 pandemic, revealing significant disparities in access (Oster et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Perceptions and Insights of E-Learning Implementation in Educational Institutions by Educators, Students, and Parents

Bakkar,

Ziden

2023

IJARPED

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In a groundbreaking journey through the digital education revolution, this paper delves into the transformative world of e-learning, capturing the nuanced perspectives of educators, students, and parents. The study spans a decade of research, identifying the scope, advantages, challenges, and knowledge gaps in e-learning. The scope particularly addresses the digital transformation of learning environments, exploring both far-reaching implications and potential limitations. Methodologically, a comprehensive thematic analysis of existing literature is employed, revealing that e-learning enhances individualized learning experiences but poses challenges in social interaction and technology accessibility. The findings highlight benefits such as flexibility and accessibility, alongside challenges like the digital divide and lack of interpersonal interaction. This paper identifies crucial gaps in research, notably in longterm e-learning outcomes and its impact across different demographics. It concludes with recommendations for future research and policy adaptations, emphasizing the need for technological advancements to optimize e-learning in educational settings.

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