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Mitigating the Urban-Rural Educational Gap in Developing Countries through Mobile Technology-Supported Learning.

Published on Mar 1, 2019in British Journal of Educational Technology2.59
· DOI :10.1111/bjet.12692
Sharifullah Khan6
Estimated H-index: 6
,
Gwo-Jen Hwang53
Estimated H-index: 53
+ 1 AuthorsArshia Rehman
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Abstract
One form of educational inequality is the disparity that exists between urban and rural settings. Equal distribution of quality education is a challenge for developing countries due to the unavailability of resources. Various approaches to equal distribution are distance learning, telecast learning and e‐learning; however, these approaches cannot achieve the desired objectives due to their limitations. This research aimed to investigate the interesting question of whether mobile technology can bring urban and rural settings closer together. A mobile application for learning Urdu grammar was designed to measure the learning gains of fourth‐grade students at two different schools from urban and rural settings. A quantitative technique, the quasi‐experimental pre‐test and post‐test method, was used to measure the effectiveness of the mobile application. The comparison of the students' performances at the urban and rural schools illustrated the role of mobile technology in mitigating the educational gap. The present study provides evidence that children from different social backgrounds may benefit equally from mobile technology. [ABSTRACT FROM AUTHOR]
  • References (27)
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References27
Newest
Filippos Giannakas2
Estimated H-index: 2
(University of the Aegean),
Georgios Kambourakis22
Estimated H-index: 22
(University of the Aegean)
+ 1 AuthorsStefanos Gritzalis29
Estimated H-index: 29
(University of the Aegean)
With the increasing popularity of smartphones and tablets, game-based learning (GBL) is undergoing a rapid shift to mobile platforms. This transformation is driven by mobility, wireless interfaces, and built-in sensors that these smart devices offer in order to enable blended and context-sensitive mobile learning (m-Learning) activities. Thus, m-Learning is becoming more independent and ubiquitous (u-Learning). In order to identify and analyze the main trends and the future challenging issues in...
Published on Jan 1, 2018
Ricky Yuk-kwan Ng3
Estimated H-index: 3
(Vocational Training Council),
Rechell Yee-Shun Lam1
Estimated H-index: 1
(Vocational Training Council)
This paper discusses the possibilities of using mobile and flexible technologies to enhance workplace learning in vocational education and training (VET). It also proposes a number of innovative pedagogical practices enabled by technologies to facilitate better learning and teaching experiences for VET students and mentors in workplaces. While mobile and flexible technologies emphasise self-paced online and virtual learning experiences, VET stresses the mastery of hands-on skills and practices i...
Published on Oct 1, 2017in Computers in Education
Tina N. Hohlfeld8
Estimated H-index: 8
(USF: University of South Florida),
Albert D. Ritzhaupt14
Estimated H-index: 14
(UF: University of Florida)
+ 1 AuthorsMatthew Wilson1
Estimated H-index: 1
(UF: University of Florida)
Abstract The purpose of this longitudinal research is to document the Information and Communication Technology (ICT) integration patterns in the state of Florida in relation to the Socio-Economic Status (SES) and school type (Elementary, Middle, and High Schools). This research is characterized by the Levels of Digital Divide in Schools model presented by Hohlfeld, Ritzhaupt, Barron, and Kemker (2008). We use seven years of secondary data collected by the Florida Department of Education: Technol...
Published on Mar 1, 2017in British Journal of Educational Technology2.59
Anh-Nguyet Diep1
Estimated H-index: 1
,
Chang Zhu11
Estimated H-index: 11
+ 1 AuthorsYves Blieck2
Estimated H-index: 2
Different blended learning (BL) modalities and the interaction effect between human and technological factors on student satisfaction need adequately researched to shed more light on successful BL implementation. The objective of the present article is three-fold: (1) to present a model to predict student satisfaction with BL programs, (2) to examine the interaction effect between the instructor expertise and the learning management system (LMS) on student satisfaction in different BL modes, and...
Published on Oct 2, 2016in Computer Assisted Language Learning2.02
Daniel A. Castañeda2
Estimated H-index: 2
(Kent State University at Stark),
Moon-Heum Cho13
Estimated H-index: 13
(SKKU: Sungkyunkwan University)
ABSTRACTInterest in using mobile applications to enhance students’ learning in Spanish classrooms runs high; however, little empirical research about their effects has been conducted. Using intentionally designed classroom activities to promote meaningful learning with a mobile application, we investigated the extent to which students of Spanish as a second language (L2) could improve accuracy in conjugating verbs. Pre- and posttest results show that these activities helped students improve not ...
Benjamin Piper9
Estimated H-index: 9
(RTI International),
Stephanie Simmons Zuilkowski10
Estimated H-index: 10
(FSU: Florida State University)
+ 1 AuthorsCarmen Strigel1
Estimated H-index: 1
(RTP: Research Triangle Park)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. Th...
Published on May 18, 2016in Computer Assisted Language Learning2.02
Reza Dashtestani4
Estimated H-index: 4
(UT: University of Tehran)
In recent years, students have shown growing interest in mobile learning and the use of mobile devices for learning English as a foreign language (EFL). However, it appears that further research needs to be undertaken to identify students' use of mobile devices and their attitudes towards them, especially in developing countries. To achieve this aim, three instruments, i.e. questionnaires (n = 345), in-depth semi-structured interviews (n = 128), and non-participant observations (50 sessions), we...
Serena Masino2
Estimated H-index: 2
(University of Oxford),
Miguel Niño-Zarazúa12
Estimated H-index: 12
(World Institute for Development Economics Research)
We conducted a systematic review to identify policy interventions that improve education quality and student learning in developing countries. Relying on a theory of change typology, we highlight three main drivers of change of education quality: (1) supply-side capability interventions that operate through the provision of physical and human resources, and learning materials; (2) policies that through incentives seek to influence behaviour and intertemporal preferences of teachers, households, ...
Published on Apr 1, 2016in Computers in Education
Veljko Potkonjak21
Estimated H-index: 21
(University of Belgrade),
Michael Gardner13
Estimated H-index: 13
(University of Essex)
+ 4 AuthorsKosta Jovanovic9
Estimated H-index: 9
(University of Belgrade)
Within education, concepts such as distance learning, and open universities, are now becoming more widely used for teaching and learning. However, due to the nature of the subject domain, the teaching of Science, Technology, and Engineering are still relatively behind when using new technological approaches (particularly for online distance learning). The reason for this discrepancy lies in the fact that these fields often require laboratory exercises to provide effective skill acquisition and h...
Christine Warugaba3
Estimated H-index: 3
(Partners In Health),
Brienna Naughton2
Estimated H-index: 2
(Partners In Health)
+ 2 AuthorsCheryl Amoroso10
Estimated H-index: 10
(Partners In Health)
The growing utilization of massive open online courses (MOOCs) is opening opportunities for students worldwide, but the completion rate for MOOCs is low (Liyanagunawardena, Adams, & Williams, 2013). Partners In Health (PIH) implemented a “flipped” MOOC in Rwanda that incorporated in-class sessions to facilitate participant completion. In October 2013, PIH invited its employees, as well as those at the Ministry of Health, to participate in an online MOOC. Each site had at least one volunteer faci...
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Published on 2019in Sustainability2.59
Entrepreneurship has the potential to reduce poverty, stimulate economic growth and boost innovation, in addition to enhancing social and environmental sustainability. In accordance with the human capital theory and previous empirical studies, it is assumed that entrepreneurship education and training (EET) directly correlates with positive entrepreneurial outcomes and therefore sustainable development. Although several scholars have attempted to review and analyze EET literature over the past d...
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