Online Education in Emerging Knowledge Economies: Exploring Factors of Motivation, De-Motivation and Potential Facilitators; and Studying the Effects of Demographic Variables

Autor/inn/en	Sinha, Ekta; Bagarukayo, Kenneth
Titel	Online Education in Emerging Knowledge Economies: Exploring Factors of Motivation, De-Motivation and Potential Facilitators; and Studying the Effects of Demographic Variables
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 15 (2019) 2, S.5-30 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Developing Nations; Knowledge Economy; Economic Development; Comparative Education; Foreign Countries; Student Motivation; Electronic Learning; Sustainable Development; Gender Differences; Age Differences; Employment Level; Educational Attainment; Enrollment; Preferences; India; Uganda + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Wirtschaftsentwicklung; Vergleichende Erziehungswissenschaft; Ausland; Schulische Motivation; Nachhaltige Entwicklung; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Beschäftigungsgrad; Bildungsabschluss; Bildungsgut; Einschulung; Indien
Abstract	In 2015, the United Nations member states adopted the 2030 Sustainable Development Goals (SDGs). Education, which is the fourth Sustainable Development Goal, has seen some major transformations with the advent of digital technologies. Education is increasingly being imparted through these digital technologies. However, this change resulting from the use of Information and Communication Technologies (ICTs) is often reported without in-depth analysis especially in emerging knowledge economies. This paper overcomes that barrier by exploring the motivating factors and de-motivating factors; as well as potential facilitators of online education. The paper also attempts to understand the enrolment, preference and awareness related to online education of the respondents with respect to country, gender, age, employment status and educational qualification, while presenting a comparative analysis of two emerging knowledge economies: India and Uganda. In the first phase, in order to explore motivating, de-motivating factors, and potential facilitators of online education, in-depth interviews were conducted with 51 learners. Data thus collected was checked for content validity through an extensive literature review. In the second phase, a questionnaire was administered to 252 respondents from both countries, drawn from a population of participants pursuing or having an intention to pursue online education. It explored any potential differences in enrolment, awareness, and preference for online-education on the basis of country, gender, age, employment status and existing educational qualification, in order to get better insights for further facilitation and improvement of online-education in emerging economies. To establish statistical validity, Mann-Whitney U-Tests and Kruskal-Wallis Tests were conducted. Based on this primary and secondary data, the paper concludes with some suggestions and recommendations on how to overcome barriers and factors which de-motivate learners from pursuing online education in order to achieve the desired Sustainable Development Goals. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01