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Research Paper | Education Management | India | Volume 13 Issue 2, February 2024
Contextual Factors Shaping Digital Learning in Rural Education: Government Policies, Community Organizations, and Social Support
Kunja Arjumand | Dr. A. P. Muthulakshmi
Abstract: This research aims "To investigate the interconnected dynamics of school practices, teacher acceptance, government policies, Parental Support and safety Factors assistance, and student readiness, and their collective impact on the adoption of digital learning in educational settings." The study seeks to unveil additional factors impacting the acceptance of digital learning (M-learning, e-learning, online learning) influenced by educators, administrators, government policies, and community organizations in Rural India and Saudi Arabia that extend beyond personal traits and attitudes explored earlier. Emphasis is placed on the significance of supportive strategies from management authorities, sponsors, welfare organizations, and government entities in fostering the adoption of digital learning. The paper aims to identify areas requiring further exploration for the effective implementation of E & Online Learning systems, offering insights into contextual factors. This research advocates for the exploration of models beyond those of technology acceptance to uncover more factors influencing students' and teachers' acceptance of Digital learning, building on the Digital Learning Acceptance Framework (DLAF). This model captures the complex interplay of community organizational, parental, societal, and regulatory factors shaping the adoption of digital learning." The exclusion of Technology Acceptance Model (TAM) and Unified Theory? acceptance and Use of Technology (UTAUT) is justified due to TAM's lack of specific guidance on adoption constructs and UTAUT's limitations of relying on preadoption factors and hence the need for new model based on social cognitive theory and Success theory. This study examines through an online questionnaire survey method coupled with statistical analysis to collect comprehensive data from a stratified sample comprising educators, students, Parental Support and safety Factors and school administrators across India and Kingdom of Saudi Arabia with different educational levels and backgrounds. The results of Chi-square and goodness-of-fit indices evidence the adequacy of proposed model. The results of the Confirmatory Factor Analysis (CFA) are summarized, and the fit indices collectively suggest that the measurement model has an overall good fit. The findings, supported by confirmatory factor analysis, affirm positive correlations, validating the hypotheses. The results contribute insights for policymakers, educators, and stakeholders in fostering effective digital learning implementation in educational settings.
Keywords: Digital learning adoption, School practices & management, Teacher acceptance & readiness, Government policies & support, Parental support & safety assistance, Student readiness & engagement, Rural education & context, India & Saudi Arabia comparison, Digital Learning Acceptance Framework (DLAF), Social cognitive theory & Success theory models
Edition: Volume 13 Issue 2, February 2024,
Pages: 546 - 553