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When Technology Supports Educational Services: Distance Education Use in Rural Italian Schools

  • Conference paper
Exploring Services Science (IESS 2012)

Part of the book series: Lecture Notes in Business Information Processing ((LNBIP,volume 103))

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Abstract

This study focuses on the factors that affect the schools decision to offer educational services by an e-learning platform. We based on institutional framework to explain the choice of e-learning adoption by schools operating in rural contexts. These schools face greater difficulties to achieve education requirements and, thus, they are forced to ensure their services adopting an alternative educational model compared with traditional face-to-face learning. Based on the qualitative approach, we investigated the case of the “Digital school project” in Italy. The study highlighted that coercive and mimetic institutional isomorphism affect rural schools decision to use the distance education.

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Author information

Authors and Affiliations

  1. “Parthenope” University of Naples, Italy

    Rocco Agrifoglio, Concetta Metallo & Luisa Varriale

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  1. Rocco Agrifoglio
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  2. Concetta Metallo
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  3. Luisa Varriale
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Editor information

Editors and Affiliations

  1. University of Geneva, Carouge, Switzerland

    Mehdi Snene

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Agrifoglio, R., Metallo, C., Varriale, L. (2012). When Technology Supports Educational Services: Distance Education Use in Rural Italian Schools. In: Snene, M. (eds) Exploring Services Science. IESS 2012. Lecture Notes in Business Information Processing, vol 103. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-28227-0_16

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  • DOI: https://doi.org/10.1007/978-3-642-28227-0_16

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-28226-3

  • Online ISBN: 978-3-642-28227-0

  • eBook Packages: Computer ScienceComputer Science (R0)

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