Online and distance instruction in lower income countries : evidence from three field experiments
- In recent decades, the advancement of computing technologies has resulted in a proliferation of new educational resources -- from computerized learning software to fully online courses, offered free of charge and available to anyone with Internet access. While excitement around the new technologies has ebbed and flowed, there is no slowdown in the creation of computerized and online teaching products, many which target disadvantaged populations, including those in lower income countries. However, little rigorous evidence exists about whether online and distance instruction is effective these settings where student needs may differ considerably from those in higher income nations, where most research in this area is conducted. My dissertation offers some of the first evidence in this area of inquiry through three field experiments on the use of online and distance-learning instruction in two lower-middle income countries, Ghana and Mongolia. I begin by examining the demand among Ghanaian educators for online sources of professional development and identifying barriers for effective implementation. I then investigate the effectiveness of a blended online instructional pilot in STEM courses in Mongolia and finally evaluate an interactive model of distance learning in Ghanaian primary schools that could represent the future of online learning.
|Type of resource
|electronic; electronic resource; remote
|1 online resource.
|Johnston, Jamie S
|Stanford University, Graduate School of Education.
|Statement of responsibility
|Jamie S. Johnston.
|Submitted to the Graduate School of Education.
|Thesis (Ph.D.)--Stanford University, 2017.
- © 2017 by Jamie Sewan Johnston
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