Digital Divide in Online Education: A Statewise Survey of Internet Accessibility and Usage Patterns in India | Chapter 12 | Digital Crossroads: Integrating Humanities, Science and Technology Edition 1

This study explores the digital divide in online education across five Indian states—Maharashtra, Tamil Nadu, Uttar Pradesh, Karnataka, and West Bengal—focusing on internet accessibility, usage patterns, and participation in digital learning. The study surveys five states: Maharashtra, Tamil Nadu, Uttar Pradesh, Karnataka, and West Bengal. Utilizing secondary data from the National Sample Survey (NSS) 77th Round (2019-2020), the research aims to analyze the disparities in online education between rural and urban households. Descriptive statistics and chi-square tests were applied to examine statewise variations in internet access and usage, with key variables such as digital literacy and socio-economic status factored into the analysis. The results reveal significant rural-urban divides in all five states, with Karnataka showing relatively better internet penetration, while Uttar Pradesh faces the most severe challenges in rural internet access. Socio-economic factors further compound the digital divide, with high-income households having greater access to online education, while lower-income and rural households are disproportionately disadvantaged. Additionally, the study found substantial gender disparities, with lower female participation in online education, particularly in rural areas. These findings highlight the urgent need for region-specific policy interventions, focusing on improving digital infrastructure, enhancing digital literacy, and addressing socio-economic and gender-based barriers. The study concludes that bridging the digital divide is essential for ensuring equitable access to quality online education across India.

 

Author (s) Details

 

Bivash Mandal
Department of English, Hyderabad Institute of Technology and Management (HITAM), Hyd., Telangana, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48859-10-5/CH12

Medical Education during the COVID-19 Pandemic; is E-learning a Precursor to a New Blended Education System?| Chapter 5 | Current Research in Language, Literature and Education Vol. 5

Coronavirus disease 2019 (COVID-19) has swiftly spread over the world, prompting the World Health Organization (WHO) to designate it a pandemic on March 11, 2020. This pandemic, which brought about significant changes in many facets of our life, had enormous consequences for the worldwide population, health-care systems, economy, and education. The advice to maintain tight social distance led to the closure of educational institutions, and online education has become the primary mode of instruction across the world. Turkey, meanwhile, has chosen to commence online schooling on March 23, 2020. However, medical education, which has traditionally depended on face-to-face learning and laboratory skills more than other fields, has found this to be a challenge. Furthermore, because this transaction took place swiftly, there were issues with technological tools and time management. We looked at the differences between public and private institutions, as well as the perspectives of students from both types of medical schools on online education and how successful it is in medical education during this time of crisis. via use of a self-administered surveyThis poll revealed that students have varied viewpoints on online education, but regardless of whether they attend a public or private institution, many students are dissatisfied with their online education. However, after the COVID-19 issue, students from public universities appear to be more likely to desire to study online, whilst students from foundation/private institutions appear to prefer to return to face-to-face education. Because the situation is still developing, it is too early to say if a new co-education system will emerge, incorporating both face-to-face and online classes, or whether it is necessary to resort to conventional ways if online learning fails.

Author(s) Details:

Huseyin Akyol,
Department of General Surgery, School of Medicine, Bahcelievler Medical Park Hospital, Altinbas University, Istanbul, Turkey.

Berrin Erok,
Department of Radiology, University of Health Sciences, Prof. Dr. Cemil Tascioglu City Hospital, Istanbul, Turkey.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6720

Determination of Students’ Transition from Face-to-Face Learning to Online Learning at Higher Education: A Case Study in Trinidad and Tobago | Chapter 14 | Modern Perspectives in Language, Literature and Education Vol. 9

This action research focuses on the transition of undergraduate students from face-to-face learning to online learning at a Trinidad and Tobago higher education institution. According to a survey of the current literature in the local context, there is a scarcity of information about these students' experiences. As a result, one of the main goals of this paper is to contribute to the lack of knowledge and to spotlight the voices of these kids. It is critical that policymakers pay more attention to and understand the perspectives of these students, particularly when developing policies related to online learning. As a result, a case study was done to learn more about the students' transition experiences. This study included fifteen undergraduates. We used semi-structured surveys and informal structured interviews. The data was evaluated under three primary thematic headings: online learning (ONL) is a feasible instructional choice, face to face learning (F2F) is required for Mathematics, and face to face learning (F2F) is required for human connection. On the utilisation of greater ONL education, suggestions were made.

Author (S) Details

Rhonda Dookwah

Cipriani College of Labour and Cooperative Studies, Trinidad and Tobago.

Gabriel Julien

Programme Delivery Department, Faculty of Social Sciences, University of the West Indies, St. Augustine, Open Campus, Trinidad and Tobago.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3605