Technology-Enhanced Learning in Developing Nations: A review

Shalni Gulati

doi:10.19173/irrodl.v9i1.477

Abstract

Learning ‘using’ technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and non-governmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technology- enhanced learning help address the poverty, literacy, social, and political problems in developing countries?

Highlights

New communication technologies, the Internet, appear to offer exciting possibilities for overcoming geographical access and cost barriers to learning
This paper explores the conundrum that learning technologies on one hand are seen as an answer to the limitations and rigidities of conventional education because they reach a larger number of learners (Sutaria, 1990); while on the other hand, where these technologies are being used, the Technology-Enhanced Learning in Developing Nations: A review Gulati difficulty of accessing them and the digital divide between privileged and deprived groups continues to widen the educational gap
This paper provides an insight into the challenges faced by policy makers, educational institutions, course developers, and learners dealing with issues of access to education in developing countries

Summary

Introduction

The Internet, appear to offer exciting possibilities for overcoming geographical access and cost barriers to learning. This paper explores the advances in open and distance learning in developing nations, and questions if these advances are addressing the educational gaps. The discussion highlights the challenges created by poverty, lack of social and educational infrastructures, and cultural issues that restrict educational progress in developing countries. This paper refers to technology-enhanced learning developments in developing countries, it by no means assumes that all developing nations have homogenous characteristics, social problems, and issues. These countries differ in their political circumstances, the history of their educational developments, culture, language, religion, gender issues, population size, resources (Lewins & Stuart, 1991), and the contemporary influx of technology.

Educational Gaps and Expansions in Developing Countries

Open and Distance Learning Successes and Challenges

The Poverty Challenge in India and China

Computers in Education and the Digital Divide

Findings

Conclusion