E-learning and technology assisted learning environment are buzzwords for the school environment in developed countries but they are in a very infant stage in the context of developing countries whose curriculum and teaching methodologies are based on the traditional approach. Besides, skilled teachers prefer working in schools situated in urban areas, which imposes more challenges to rural areas. These challenges are generally characterized by quantitative output-oriented short term planning of education, and the gap in the quality of education offered by schools in urban and rural areas. The situation has been more aggravated due to the use of different textbooks and materials by government-run and privately-owned schools. Thus, it is imperative to introduce an inclusive education policy to address the needs of socio-economically diverse population.In addition, there is the need of developing a sustainability model for technology-assisted education policy to prepare for a qualitative knowledge base society. Identifying the appropriate attributes for the e-learning environment, a conjoint based discrete choice modeling with stated preference data gathered from 6 regions of Nepal, this study finds out that parents and school children are price sensitive and willing to exploit the Internet as a supplementary learning tool to the existing system. Thus, the study prescribes a win-win scenario for the best policy formulation to address the digital gap between the urban-rural and rich-poor accessibility to education. Keywords: e-learning adoption, discrete choice analysis, multinomial logit model, mixed logit model, education policies
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Effective E-Learning Adoption Policies in Developing Countries A Case of Nepal with Conjoint-Based Discrete Choice Approach
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