Suchergebnisse

Poverty vulnerability is an important indicator to achieve sustainable development of farmers out of poverty in China. Based on the data of China Family Panel Studies (CFPS) 2018, we research the impact and mechanism of Internet use on the poverty vulnerability of farmers in the context of the Internet plus strategy. The study found that under the poverty line of US $1.9 and US $3.1, vulnerable farmers accounted for 9.48% and 33.88% of the total sample, respectively. The use of the Internet can significantly reduce the poverty vulnerability of farmers. After using instrumental variables to overcome endogenous problems, and using the PSM method for robustness testing, the research conclusions are still valid. The mechanism shows that the use of the Internet reduces the level of poverty vulnerability by increasing income levels, enhancing the ability of farmers to obtain information, and promoting non-agricultural employment. Therefore, in the process of establishing and improving the long-term mechanism for poverty governance, it is necessary to fully promote the integration of the Internet and poverty vulnerabilities to further realize the long-term effectiveness and stability of poverty governance. Therefore, in the process of establishing and improving the long-term mechanism of poverty governance, we should first promote the full coverage of Internet infrastructure. Second, the government should improve the digital literacy of farmers. Third, the goal of the Internet plus strategy in the process of poverty control should be precise.

Computer self-efficacy (CSE) continues to be an important construct in research and application. Two measures of CSE, the Brief Inventory of Technology Self-Efficacy (BITS) and the Brief Inventory of Technology Self-Efficacy – Short Form (BITS-SF) were recently developed to correct for issues in other available measures. The BITS and BITS-SF were originally written in English, and their psychometric properties assessed in samples from the United States. The current two studies translated the BITS and BITS-SF into simplified Chinese (Mainland China) and traditional Chinese (Taiwan) and assessed their psychometric properties. In Study 1, 207 adults in Mainland China completed the simplified Chinese BITS and BITS-SF, as well as measures given to assess convergent, discriminant, and concurrent validity. In Study 2, 273 adults in Taiwan did the same, except that they completed the traditional Chinese BITS and BITS-SF. In both studies, the translated BITS showed evidence of a three-factor correlated structure, and the translated BITS-SF yielded several underlying classes consistent with theory and scoring interpretation. Additionally, the translated measures' scores showed solid evidence of convergent, discriminant, and concurrent validity. The results replicate the findings using the original BITS and BITS-SF and extend them to simplified Chinese and traditional Chinese translated versions. These versions are recommended for use in research and applied settings to assess CSE and are available for use. Both the original and translated measures are available for download at www.bitssurvey.com .

With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled 'Ensuring learning undisrupted when classes are disrupted' by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak.