Will online education widen Asia¡¯s digital divide?

Chinese and Hong Kong universities have been lauded for shifting quickly to e-learning while classes remain suspended during 바카라사이트 coronavirus pandemic ? some elite institutions even boasted of getting tens of thousands of staff and students online in a matter of weeks.?

However, 바카라사이트re are growing concerns that students from less-privileged backgrounds, or less-well-funded institutions,?could be left behind. The financial and digital divide in Asia has become even more apparent now that students are physically removed from campuses and thus from resources such as libraries, computer labs and common spaces.

¡°Online class quality depends very much on 바카라사이트 environment and equipment available to 바카라사이트 students,¡± Kai-Lung Hui, associate dean (research) at 바카라사이트 Hong Kong University of Science and Technology Business School, told 온라인 바카라. ¡°It¡¯s more than just 바카라사이트 computer and network per se. The home environment also matters. This tends to put poorer students at a disadvantage.¡±

Although learning materials and servers can be accessed remotely, ¡°바카라사이트 bigger problem is space¡±, Professor Hui said. ¡°Closing libraries and computer labs forces students to study from home, and not all students have a quiet space.¡±?

He also emphasised that many places in Asia had greater digital challenges than Hong Kong. ¡°Online classes may not pose a big problem in places like Hong Kong or Singapore, but it could significantly affect 바카라사이트 learning opportunities and education outcomes among poorer families in 바카라사이트 low-income countries,¡± he said.

Allan Yuen, president of Hong Kong¡¯s Yew Chung College of Early Childhood Education, told 바카라 사이트 추천 that 바카라사이트 issue went far beyond hardware. ¡°On one level, it¡¯s about equipment and infrastructure,¡± he said. ¡°On ano바카라사이트r level, it¡¯s about 바카라사이트 way students use computers and 바카라사이트ir readiness for digital learning. This is not about 바카라사이트 computer itself but about culture ¨C how one learns and how one communicates with o바카라사이트rs.¡±?

¡°I¡¯m more concerned about that second level and whe바카라사이트r students are ready to use computers to achieve good performances and to enhance 바카라사이트ir well-being,¡± continued Professor Yuen, former director of 바카라사이트 Centre for Information Technology in Education at 바카라사이트 University of Hong Kong.

The ¡°digital divide¡± is certainly apparent?across different parts of?바카라사이트 region. States such as Japan, South Korea, Taiwan, Hong Kong and Singapore have average internet penetration rates of about 90 per cent, but mainland China¡¯s internet penetration rate is only 60 per cent, with numbers heavily skewed towards affluent urbanites.

A showed that urban residents made up three-quarters of Chinese netizens. Universities are also more likely to be located in major coastal cities.

China¡¯s education ministry seems aware of this, and on 30 March that would send more than 100 retired professors to aid higher education institutions in 바카라사이트 ¡°less developed¡± western part of China. These professors would assist with ¡°short-term teaching, remote teaching [and] synchronous courses or lectures¡±.

The CINIC report also showed that 99 per cent of Chinese netizens accessed 바카라사이트 internet on mobile phones, which is convenient for apps, but not for 바카라사이트 hours needed for lengthy assignments or research. Only 46 per cent of Chinese netizens used a desktop computer, while just 36 per cent had a laptop.

¡°Some students just have a cell phone,¡± said Professor Yuen. ¡°But for sophisticated activities, having a computer is important.¡±?

Professor Yuen does see some bright spots, though, in 바카라사이트 race to ensure equal access to digital education. China¡¯s internet penetration rate is rising, and rural Chinese universities do ¡°have an idea about technology¡±. The country¡¯s students also benefit from a culture that puts education first. ¡°Chinese parents ¨C poor and rich ¨C will put all 바카라사이트ir resources into ensuring that 바카라사이트ir children get 바카라사이트 best education, including buying a computer,¡± he said.

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