Using cloud-based virtual learning environments to mitigate increasing disparity in urban-rural academic competence
The unequal distribution of educational opportunities between urban and rural areas is still a significant challenge in China. As a result, students from urban areas can benefit from highly qualified teachers and enjoy state-of-the-art facilities in contrast with their rural counterparts. Consequently, students from urban areas are more likely to join higher education institutes in comparison with their rural counterparts. In such a scenario, a cloud-based virtual learning environment (C-VLE) is of great importance to provide quality education in rural areas. This study aims to predict C-VLE usage's impact on academic performance and gender differences in rural China. The respondents belonged to rural areas and experienced varying levels of such difficulties. This study extended the task-technology fit theory with the channel expansion theory. The study revealed that task-technology fit, individual-technology fit, perceived media richness, omnipresence, and interactivity positively influence C-VLE usage that leads elevating academic performance. As a result, the students from rural areas have a better competitive position than their urban counterparts. Surprisingly, gender did not play any moderating role. The study provides significant theoretical and practical implications for scholars, educational authorities, and policymakers.
Technological Forecasting and Social Change
Safdar, Sarah; Ren, Minglun; Chudhery, Muhammad Adnan Zahid; Huo, Jiazhen; Rehman, Hakeem Ur; and Rafique, Raza, "Using cloud-based virtual learning environments to mitigate increasing disparity in urban-rural academic competence" (2022). Kean Publications. 640.