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Reframing Educational Tools as Open Access and Sustainable Funding Models

Reframing Educational Tools as Open Access and Sustainable Funding Models

Kris Swen Helge
Copyright: © 2022 |Pages: 17
ISBN13: 9781799898054|ISBN10: 1799898059|ISBN13 Softcover: 9781799898061|EISBN13: 9781799898078
DOI: 10.4018/978-1-7998-9805-4.ch017
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MLA

Helge, Kris Swen. "Reframing Educational Tools as Open Access and Sustainable Funding Models." Handbook of Research on the Global View of Open Access and Scholarly Communications, edited by Daniel Gelaw Alemneh, IGI Global, 2022, pp. 342-358. https://doi.org/10.4018/978-1-7998-9805-4.ch017

APA

Helge, K. S. (2022). Reframing Educational Tools as Open Access and Sustainable Funding Models. In D. Alemneh (Ed.), Handbook of Research on the Global View of Open Access and Scholarly Communications (pp. 342-358). IGI Global. https://doi.org/10.4018/978-1-7998-9805-4.ch017

Chicago

Helge, Kris Swen. "Reframing Educational Tools as Open Access and Sustainable Funding Models." In Handbook of Research on the Global View of Open Access and Scholarly Communications, edited by Daniel Gelaw Alemneh, 342-358. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9805-4.ch017

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Abstract

The SARS CoV-2 (COVID-19) pandemic drastically forced millions of students, faculty, staff, and administrators into a digital world of the unknown. The unexpected perplexities of these unknown digital environments resulted in unacceptable percentages of student losses in school attendance, student academic performance, and as a result loss to local communities. One perpetual reminder this pandemic taught is that even post-COVID, educational institutions will have to rely upon remote, digital interfaces due to future challenges such as hurricanes, fires, flooding, rolling blackouts, etc. However, each of these barriers also presents new opportunities to learn and provide access to products and services such as hardware and Internet access, which will improve student success and retention.