Characteristics and Barriers Impacting the Diffusion of Facebook among Smallholder Farmers in Central Taiwan

Social media helps farmers located in geographically isolated rural areas stay connected to the world. Social media is an effective tool used in extension services and mass/distance education. Facebook is a successful social network site for information gathering and sharing. In Taiwan, Facebook's penetration rate is higher than in any other Asian country. The purpose of this study was to determine the influences of selected factors on the adoption of Facebook by Taiwanese smallholder farmers. The study examined the relationships between characteristics of smallholder farmers, innovation characteristics, stage in the innovation-decision process, and potential barriers to the adoption of Facebook. A descriptive and correlational research design was used for this study. Three hundred and fifty one smallholder farmers participated in the survey. Nearly half of the responding farmers were at the stage of “implementation.” Sixteen respondents were at stage of “confirmation.” Ninety-seven respondents were at the stage of “knowledge.” Thirty respondents were at the stage of “no knowledge.” Most respondents had Facebook accounts. The most common usages of Facebook were to connect with friends, receive agricultural information, read daily news and information, share daily life stories with others, and share professional knowledge with others. Nearly half of respondents with Facebook accounts used Facebook for farm marketing purposes. Respondents held positive perceptions of relative advantage, compatibility, trialability, observability and low complexity as characteristics of Facebook. Respondents held neutral perceptions regarding technology concerns, financial concerns, concerns about time, planning issues, and concern about incentives for the adoption of Facebook. The respondents were significantly different in perception of Facebook based on years of farming experience, gender, age, education, and income. Responding farmers also expressed significant differences between their perceptions of potential barriers by years of farming experience, farm size, gender, age, education level, and income status. Significant negative relationships existed between smallholder farmers’ perceptions of Facebook and potential barriers to Facebook. Trialability, planning issues, relative advantage, compatibility, observability, education, complexity, technology concerns, and age served as powerful predictors of respondents’ stages in the innovation-decision process

Effects and Risks of Distance Learning in Higher Education

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings

A critical analysis of the effect of e-Learning on academic performance of distance e-Learners in a Nigerian university.

Doctoral Degree. University of KwaZulu-Natal, Edgewood.The emergence of technologies of learning, and recently the use of Open Educational Resources and the increased awareness of the “DotNet (or Y) Generation” have made demands on traditional education and learning systems to be more open, flexible and customised towards what students expect. E-learning has increasingly been used in most parts of the world as a viable alternative to conventional education. It is believed that that the potential of information and communication technology (ICT), and more so e-learning, would bring positive impacts to teaching and learning by providing students and teachers with flexibility, accessibility, more opportunities for participation and collaboration and better outcomes. Any change in teaching and learning strategies is always evaluated by its impact on academic performance. Previous studies have focused mostly on academic performance of traditional on-campus students, but not many on distance e-learners within the Nigerian educational system. The researcher observed from the literature that there was limited research on the effects of e-learning on academic performance of distance e-learners. Most studies on e-learning in Nigeria focused on the problems, challenges, attitudes, prospects and awareness of e-learning. The rationale for this study resulted from this limited research in Nigeria on the effects of e-learning on academic performance of distance e-learners. This study focused on this research gap as identified in the literature. The purpose of the study was to critically examine the effects of e-learning on academic performance of distance e-learners in a Nigerian university. To achieve this overall aim, the study set out to determine the best predictors of academic performance of distance e-learners and thereby propose a model to enhance academic performance. This study adopted a mixed-method approach in its data collection process; however, the study was dominated by a quantitative approach, while the qualitative approach was used to consolidate the findings of the quantitative study. A questionnaire was used to collect quantitative data while focus group interviews were used to collect qualitative data. The study was conducted in four selected study centres of the university and a total of 1,025 participants completed the survey-based questionnaire. The researcher used Spearman’s correlation coefficient, ANOVA, T-Test and post-hoc Test in order to determine the effects of each of the factors on academic performance. Ordinal regression was used to determine the best predictors of academic performance of distance e-learners. The quantitative data was analysed using Statistical Package for Social Sciences (SPSS) while qualitative data was transcribed before analysis. The conceptual framework used in the study was made up of the variables identified in literature and the 3P model of Teaching and Learning. The 3P model of Teaching and Learning was then used to further explain the result of the study. The findings of this study indicated that there are eight factors which influence academic performance of distance e-learners. These are students’ ICT literacy level, frequency of engagement with ICT, marital status, previous academic performance, hours spent on the Internet per day, hours spent on social media per day, hours spent on a computer for studies per day and family size. In addition, the findings indicated that age, employment, gender, previous qualification, learner-content interaction, learner-instructor interaction, learner-learner interaction, learning style, work experience, family income, home background and parent education do not influence academic performance of distance e-learners. However, when the data was split based on gender, the result revealed that learner-content interaction and learner-instructor interaction only influence academic performance of female distance e-learners. Finally, the model developed for this study revealed that frequency of engagement with ICT, students’ ICT literacy level, marital status, previous academic performance and previous qualification are the best predictors of distance e-learners’ academic performance. This serves as the contribution of the study to the body of knowledge. Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners

Nothing But Net: American Workers and the Information Economy

Explores the implications of the information economy for American workers, including worker experience with computers, perceptions about their future in the information economy, and the role of government in how technology affects jobs and prosperity in the information age

Broadband: a solution to rural e-learning?

Rural and remote learners are disadvantaged even with online provision due to poor connections. Broadband offers a potential solution. This paper looks at the initial results of a project to install broadband services in the Western Isles of Scotland. It focuses on the educational potential of broadband and the design implications for online courses. It also considers more informal kinds of learning that broadband facilitates in rural areas

Adoption of E-Learning at Higher Education Institutions: A Systematic Literature Review

[EN] The concept of e-learning offers a number of benefits, however, the effective adoption of e-learning systems at HEIs is a relatively new concept and thus a challenging task. The comprehensive review of extant literature on the topic of adoption of e-learning systems at HEIs is provided. Using PRISMA search technique, relevant articles published from 2005 to 2020 owing to the widespread adoption of e-learning since 2005 were selected. The paper identifies and puts forward the level of compatibility and readiness of students and teachers in adopting e-learning, factors that motivate and hinder the adoption of e-learning respectively, benefits of adopting an e-learning system, and the strategies for the effective implementation of e-learning at the higher education institutions. In this realm of COVID-19 and e-learning, this paper also envisage different strategies, policies and recommendations for implementing e-learning in an effective way at HEIs.Awan, RK.; Afshan, G.; Memon, AB. 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Higher education course content: paper-based, online or hybrid course delivery?

[Abstract]: The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university

Openness and education: a beginner’s guide

While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today. Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme

Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary to adapt systems and practices that are no longer appropriate. However, the need to adapt can be perceived as being technology-led and primarily concerned with requiring academic staff to develop their skills in using ICT. We provide a critique of continuing professional development (CPD) for using ICT in teaching and learning that does not entail examining the impact of environmental changes upon the assumptions, goals and strategies which underlie and shape an organisation's educational practices. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and must also reflect the wider organisational context within which ICT is managed and used

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs