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Recently, there has been a call for replication research to validate empirical findings, especially findings that are important for development policies. Thus, the purpose of this paper is to replicate the estimation results from Mu and van de Walle (2011).

The author used raw data sets provided by Mu Ren and Dominique van de Walle and the same methods of Mu and van de Walle (2011). In addition to the pure replication, the author conducted the two extensions: sensitivity analysis of covariates and bandwidth selection and analysis of the effect of the road project on additional outcome variables.

Overall, the author ables to replicate most estimates from Mu and van de Walle (2011). The author find a positive effect of rural roads on local market development. The impact estimates of the road project are not sensitive to the selection of the bandwidth in kernel propensity score (PS) matching. There are no significant effects of road projects on additional outcomes, including access to credit and migration.

The study confirms a positive effect of rural roads on local market development. Thus, the government can provide investment in rural roads to improve the local market and its welfare.

This study tried to replicate and verify an important study on the impact of the rural road in Vietnam.

This paper describes the architecture of using the Mobile Agent and ACID (Atomicity, Consistency, Isolation and Durability) in Mobile e-Learning (mLearning). In the coming years, there will be an incremental amount of mobile learning experiments for the purpose of implementing mobile ICTs into mainstream education. In this article, the Replication Agent and Snapshot Agent architecture is proposed as an effective way to overcome the problem of heavy loading on the limited bandwidth used in wireless transmission for mobile learning environment merge replication process. The implementation of mobile agents as middleware for mLearning environment is to provide database replication between learners and off-site database e.g., Knowledge Management Centre's (KMC) databases using handheld devices. The approach using the combination of both these agents plays an important role in wireless transmission. It provides an intelligent solution to the limitation of the wireless bandwidth by lowering the bandwidth taken up during the bursts of mobile transactions. In this proposed technique, a mLearning database is determined as a Snapshot publisher where a compact edition of files and information is generated at the snapshot location which resides on the central database server. Learners may retrieve quick bursts of information through mobile applications wirelessly. The Replication Agent offers the flexibility to move from one site (user) to another (central database) for essential data synchronization. In order to provide learners with appropriate courses, a prototype on mLearning platform supporting three-layered structure and device adapting was put forward. The architecture of the platform discussed in this study as the mobile agent approach would facilitate more widespread use of mLearning, including in courses discussions between learners and academicians.

In the last few decades, the growth in management institutions in India has become significant. The Open and Distance Learning (ODL) institutions also have started offering management programmes at various levels. In the ODL scenario, the learning path has been shifting from the traditional Self-Learning Material (SLM) -based model to technology-mediated platform. The digital divide in India is also a widely discussed area. In this context, a need has been felt to understand the implications for educators, more specifically, for the programmes offered through technology-enabled ODL mode.

This study uses triangulation method covering literature review, personal interview and survey. Primary data have been collected through structured questionnaire in the Google Form administered on the learners of UG and PG progammes of management in Krishna Kanta Handiqui State Open University (KKHSOU), India. The sample size is 101, and the sampling frame is within Assam, a province of India. Select interviews (15 nos.) were also conducted with a cross section of learners to capture the emerging shift in the learning path and the limiting factors of digital divide.

Learners possess multiple digital devices for e-learning (41.8% uses laptop and 88.8% uses android phone). Interaction in WhatsApp and Telegram groups are mostly related with evaluation and course administration, rather than content and academic discussion. eSLMs are widely used. Though promoted, video lectures are not widely used. Some of the problems faced by the learners are low bandwidth, high cost of data subscription etc. Learners are not constrained by digital device, and they are engaged in positive communication with stake holders in digital platform.

This study will help in understanding the technology-enabled learning for management education in ODL mode in India. As a wide majority of the learners (88%) are dependent on small screen; print SLM and eSLM on a larger screen can provide augmented learning in case of complex topics like analysis of financial statements, project scheduling etc. Though the COVID-19 pandemic forced a shift in learning path, the transition is not full. The digitally constrained learners still look for solutions to complex learning problems mainly through print SLM and counselling. The talent of the students cannot be facilitated in WhatsApp and Telegram e-mentoring groups, like the way it could be done in learning management system (LMS)-mediated platforms.

The purpose of this paper is to present mobile solutions that aid in accessing open educational resources (OERs) in areas that have limited bandwidth resulting in poor internet connectivity and a gap between those with ready access to the online OERs and those without such access.

A system architecture was designed to support the repository-based, mobile-friendly, and hybrid online/offline characteristics of OERs. In a hybrid online/offline setup, the learner connects to the internet to obtain OERs from the repository via a process called syncing. Afterward, he may view any OER content regardless of whether he is online or offline. Mobile solutions based on Browser-Like Android App (BLAP)/HTTrack and Worona/Corona approaches were successfully implemented and evaluated by 139 respondents using the System Usability Scale.

BLAP/HTTrack and Worona/Corona solutions were well received. These were found to be both relatively usable, acquiring above-average usability scores of 73.2374 and 71.6546, respectively.

The findings of this study aim to contribute to the literature of hybrid online/offline model that addresses low bandwidth access of OERs in developing countries, which is not historically well provided.

The mobile solutions were designed to help those learners who experience internet connectivity difficulties in accessing OERs efficiently and updating them conveniently.