Marginalization, Technology Access and Study Approaches of Undergraduate Distance Learners during Covid-19 Pandemic in India
Datos Bibliográficos
| ID | 21729546 |
|---|---|
| Autores | Anju Sanwal (0000-0002-9203-8430, Indira Gandhi National Open University, autor de correspondencia) |
| Año | 2024 |
| Volumen | 25 |
| Número | 2 |
| Páginas | 1-19 |
| Fecha de publicación | 2024-05-16 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | The International Review of Research in Open and Distributed Learning (JOURNAL) |
| Identificadores de la revista | ISSN: 1492-3831 • E-ISSN: 1492-3831 |
| Editorial | Athabasca University Press (PUBLISHER • CA) |
| DOI | 10.19173/irrodl.v25i2.7718 |
| OpenAlex | W4396947851 |
| Idioma | EN |
| Referencias citadas | 14 |
The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future
2019-20 coronavirus outbreak · Distance education · Mathematics education · Outbreak · Pandemic · Political science · Sociology · E-Learning and COVID-19 · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology · Virology
Online teaching-learning in higher education during lockdown period of Covid-19 pandemic
Relations between student learning patterns and personal and contextual factors and academic performance
Students’ perception and preference for online education in India during Covid -19 pandemic
Gender inequality in mobile technology access
Perceptions of the learning environment, learning preferences, and approaches to studying among medical students in Pakistan
The digital identity divide
Gender inequality as a social construction in India
Students' perceptions of academic quality and approaches to studying in distance education
The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment
Approaches to Studying and Levels of Processing in University Students
Styles and Strategies of Learning
On Qualitative Differences in Learning
The revised two-factor Study Process Questionnaire
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |