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首页> 外文会议>International Technology, Education and Development Conference >(1100.pdf) EMPLOYING WEB TECHNOLOGIES FOR GIVING KNOWLEDGE TO FARMERS: AN EMPIRICAL STUDY OF COLLABORATIVE LEARNING FOR FARMERS IN SRI LANKA
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(1100.pdf) EMPLOYING WEB TECHNOLOGIES FOR GIVING KNOWLEDGE TO FARMERS: AN EMPIRICAL STUDY OF COLLABORATIVE LEARNING FOR FARMERS IN SRI LANKA

机译：（1100.pdf）雇用网络技术向农民提供知识：斯里兰卡农民协作学习的实证研究

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A large scale expansion of learning is required to achieve the Millennium Development Goals.However, conventional face-to-face learning cannot address the massive learning needs that exist.The development of Internet and web technologies has made it possible to “reach the unreached” andfacilitate learning among farmers, landless laborers and marginalized individuals, regardless of theirliteracy levels. Giving knowledge and information for farmers is an important approach to enhanceproductivity of agricultural industry. It can also help solve acute problems existing in rural areas anddeveloping rural economy. Web-based education programs for farmers in rural areas can bring aboutsuch benefits as enrolling large numbers of learners, covering a wide variety of areas, reducing costs,transmitting and sharing quality learning resources, and increasing farmers' access to education. It isquite important for the country like Sri Lanka since the main income source of the rural sector dependson agriculture and farmers are facing difficulties to get knowledge and information for improving theirproductivity. Identifying this issue, the Institute for Agro-technology and Rural Sciences of theUniversity of Colombo, Sri Lanka has implemented an Online Distance Education program calledOnline Agro-technology Diploma for farmers in Sri Lanka. Learning Management system wasdeveloped in local language using Moodle. Online discussion forums and chat sessions were alsodesigned in this program in order to help farmers to make daily communication with their colleaguesand teachers on issues in agriculture. The prototype was developed and implemented in 2009.Currently, about 500 farmers all around the country have joined in this course. In this study the mainobjective is to find out the effectiveness of web-based collaborative learning as a means for givingknowledge and information for farming community through investigating user satisfaction. This studyconducted a survey to understand student farmer's attitudes toward web-based learning program. Thequestionnaire was distributed to 60 farmer students who already completed their Diploma and who arenear to complete. The respondents were asked to answer questions related to web based learningexperience as well as their perceptions on web based learning. With a 90% response rate, a total of54 valid questionnaires were collected. Statistical Package for the Social Sciences was used toanalyze data for this research. A stepwise multiple regression analysis was used to prove thesignificance of the variables. We used ten variables as independent variables, and user satisfaction asdependent variable. The results indicated that out of ten, six independent variables namely, properassistance by online tutors and mentors, interactivity of learning activities and multimedia introduction,satisfaction with online discussion forums, language of instruction and language of LearningManagement System, updated timely and relevant information and flexibility of course are the criticalfactors significantly affecting learners' perceived satisfaction. The results also show institutions how toimprove user satisfaction of web-based leaning implementations and it provides insights for institutionsto strengthen their web-based learning implementations for people who willing to acquire knowledge toimprove their socio-economic status while involving in their profession like farmers.
机译：需要大规模扩展学习，以实现千年发展目标。然而，传统的面对面学习不能解决存在的大规模学习需求。互联网和网络技术的发展使得可以“达到未被联系”无论他们的理智程度如何，都能在农民，土着劳动者和边缘地区学习。为农民提供知识和信息是加强农业产业的产品的重要方法。它还可以帮助解决农村地区存在的急性问题，开发农村经济。农村农民的基于网络的教育计划可以带来大量学习者的大量利益，涵盖各种各样的领域，降低成本，传播和分享质量学习资源，以及增加农民的教育。由于农村农村农业和农民的主要收入来源，因此斯里兰卡等国家这是非常重要的，以获得提高其产品的知识和信息的困难。确定这个问题，斯里兰卡科伦坡大学大学农村和农村科学研究所实施了一个在线远程教育计划，被称为斯里兰卡农民农民农业技术文凭。学习管理系统使用Moodle以当地语言开发。在线讨论论坛和聊天会议在本计划中是AlsodeSigned，以帮助农民与他们的同事们每天沟通农业问题。原型于2009年开发和实施。全国各地约有500名农民在本课程中加入。在这项研究中，主物质是找出基于网络的协作学习的有效性作为通过调查用户满意度给予农业社区的给予和信息的手段。这研究了一个调查，了解学生农民对基于网络的学习计划的态度。 Thequestionnaire分发给60名农民学生，他们已经完成了他们的文凭，世卫组织才能完成。受访者被要求回答与基于Web的学习经验相关的问题以及他们对基于Web的学习的看法。以90％的响应率，共收集了54个有效问卷。社会科学的统计包被用来为本研究的数据。逐步多元回归分析用于证明变量的重量。我们使用十个变量作为独立变量，并且用户满意度依赖性变量。结果表明，十分之一，六个独立变量，即在线导师和导师，学习活动的互动和多媒体的互动，对在线讨论论坛的满意度，教学管理系统的语言和语言，及时更新，相关信息和灵活性当然是关键因素，显着影响学习者的感知满意度。结果还展示了机构如何进入用户对基于网络的倾斜实现的满意度，并为机构提供了洞察力，加强了他们基于网络的学习实现，为愿意获得知识的人，同时涉及他们像农民这样的职业。

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