# 1
Hannum, W. H., Irvin, M. J., Banks, J. B., & Farmer, T. W. (2009). Distance education use in rural schools. Journal of Research in Rural Education (Online), 24(3), 1.
This article is about that a national survey of rural school systems in the United States was conducted to determine the extent to which distance education is being utilized by rural schools, the technologies used, the curriculum areas impacted, the perceived needs for distance education, their satisfaction with distance education, and the barriers to distance education use. Data were collected through telephone surveys with 394 school districts selected at random. This research also finds that the two most common formats for distance education courses in rural schools were two-way video conferencing courses and online courses. In addition, implications for future research are discussed. As the author mentioned, this study is limited by the sample and the participants who completed the telephone survey and supplied data.
I can learn from the case and experience of developed countries by referring to this document. Developed countries like the United States and Canada have their own unique characteristics in remote areas. By learning successful cases, I believe this has great guiding significance for me to think about how to develop education in rural China. That is the reason why I choose this research as one of my references.
#2
Kilpeläinen, A., Päykkönen, K., & Sankala, J. (2011). The use of social media to improve social work education in remote areas. Journal of Technology in Human Services, 29(1), 1-12. doi:10.1080/15228835.2011.572609
In this article, the authors describe an experiment to use social media in social work education. The use of social media and other distance-learning solutions, gives several advantages to both students and teachers. For example, it makes studying processes transparent, offers both peer encouragement and peer discipline, and enhances students’ competence in information and communication technologies (ICT).
I personally feel that the shortcoming of this paper is that the author did not compare the influence of the media on education in developed and underdeveloped regions; however, what is valuable is that in this article there are many crucial supporting outcomes arising from the use of social media in social work learning and teaching, especially in remote areas. Therefore, this article provides me with ideas for using social media technologies to improve and improve education in remote areas.
# 3
Nedungadi, P., Mulki, K., & Raman, R. (2018). Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP: Findings from rural india. Education and Information Technologies, 23(1), 113-127. doi:10.1007/s10639-017-9588-z
This study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers’ effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements.
Although the shortcoming of this survey is the insufficient number of participants, this survey still provides a reference for my research on how to improve the quality of education in rural areas. Additionally, the model mentioned in this article functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
In general, this article has certain reference value for my research.
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