Significant disparities exist across courses

The gap

Evidence profile

Stated in the abstract and cells limitations sections of the source papers, classified as general, drawn from work published between 2005 and 2026, spanning 3 journals. Those papers have been cited 19 times in total.

Supporting evidence — 4 representative gaps

• Microprocessor Course in a Virtual Classroom Perspectives from Technology Students in a State University in the Philippines (2021) · Turkish Online Journal of Qualitative Inquiry

  The findings revealed six (6) significant themes, including “Limited Knowledge & Skills on Other Available online platforms/Technology teaching,” “available gadgets in online classes,” “Available Internet Connectivity, Unsteadiness and Low speed of Internet connection,” “Lack of human interaction and communication” Experiencing stressful atmosphere,” and “Favorable to Face-to-face learning and Online learning.

  generalstated in abstractevidence 5/5
  Keywords: available online internet face learning revealed significant themes including limited knowledge skills platforms technology teaching
• If There Is No Significant Difference, Why Should We Care? (2005) · The Journal of Educators Online · cited 10× · doi

  The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001); 2) the reluctance of design educators to teach in an online environment (Bender & Good, 2003); and 3) the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998).

  generalstated in abstractevidence 5/5
  Keywords: design education online fields architecture three primary obstacles integrating technology disciplines identified limited evidence sagun
• Developing a Collaborative Multidisciplinary Online Design Course (2005) · The Journal of Educators Online · cited 9× · doi

  The three primary obstacles to integrating technology with education in these disciplines are identified as: 1) the limited evidence of online education in the fields of architecture and design (Sagun, Demirkan, & Goktepe, 2001); 2) the reluctance of design educators to teach in an online environment (Bender & Good, 2003); and 3) the lack of multidisciplinary coursework currently available between architecture, design, and other related fields (IIDA Report, 1998).

  generalstated in abstractevidence 5/5
  Keywords: design education online fields architecture three primary obstacles integrating technology disciplines identified limited evidence sagun
• Research on Innovative Pathways for Blended Teaching Models in Higher Vocational English Oral Communication through Digital Technology Empowerment—A Case Study of Higher Vocational Institutions in the Greater Bay Area (2026) · Contemporary Education and Teaching Research · doi

  Significant disparities exist across courses and among teachers regarding the depth and modes of digital technology application. - Insufficient alignment between online and offline teaching leads to fragmented content and dispersed objectives in instructional design. - Digital platforms still provide limited guidance and support for students' learning processes.

  generalstated in cells limitationsevidence 5/5
  Keywords: significant disparities exist across courses among teachers regarding

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