The ubiquity of Web 2.0 technologies has led to a seismic shift in the way educational services are delivered. It comes as no surprise then that e-tutoring—otherwise known as electronic or online tutoring—is quickly supplanting face-to-face tuition for reasons of both cost and convenience. While e-tutoring is an effective form of academic support for many students, its efficacy remains tenuous for those confronted with a digital divide that figures predominantly around geographic barriers, socio-economic status, and educational levels. Premised on diffusion research, this master's dissertation explores the implementation of an e-tutoring service known as Homework Help that has effected relatively low adoption rates. It uses a concurrent mixed-methods approach—including surveys, interviews, and focus groups—to examine the factors that have led to this low adoption rate. The results are presented via two journal articles situated within a larger meta-talk: The first article contrasts the adoption patterns apparent between rural and urban students, while the second article looks at the utility of diffusion research in examining educational technologies, as it explores the use of e-tutoring for applied stream students. The findings of this study suggest that rural and urban, as well as applied and academic student subgroups, differ in terms of their perception and adoption of e-tutoring. Implications for educational policy, especially in regards to rural education, are discussed.

Thesis (Ph. D.)--Open University. BLDSC no. DX174754.

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: leaves 123-136.

Thesis (M.S.)--California Polytechnic State University, 2009. / Title from PDF title page; viewed on January 12, 2010. Major professor: Clinton Staley, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Computer Science." "December 2009." Includes bibliographical references (p. 89-91).

Thesis (Ph. D.)--Middle East Technical University, 2004. / Keywords: Physics Education, Interactive Engagement, Peer Instruction, Concept Test, Misconceptions.

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 155-178).

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: intelligent tutoring systems; its; authoring tool; artificial intelligence. Includes bibliographical references (p. 81-82).

Thesis (M.S.)--Worcester Polytechnic Institute. / Keywords: cognitive model; model-tracing; intelligent tutoring system; tutoring; artificial intelligence. Includes bibliographical references (p. 55-57).

Thesis (Ph. D.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 320-344).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references.