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7 CONCLUSIONS
Our results identified factors that promote e-
inclusion. We concluded that a higher rate of
knowledge flow acceleration predicts a higher use
possibility of newly acquired digital skills by
vocational teachers after e-course completion. The
results confirmed the importance of designing
quality e-learning materials and e-environment to
attract e-excluded individuals. Other important
factors that promote e-inclusion are an instructor's
capacity to share knowledge and student's
knowledge level upon course entry. The
implications
of the research should encourage organizations and
enterprises that are responsible for e-course design
to take these factors into account in their future
development efforts.
This study addressed the issues concerned with
the second digital divide. It focused on identifying
relevant factors for narrowing the second digital
divide that inhibited vocational teachers from
applying digital skills in a meaningful way and
showed ways to remove these obstacles so that these
teachers could meaningfully participate in their
professions and enrich their personal lives. In our
study knowledge flow acceleration served as a
potential predictor for the effectiveness of e-course
delivery for the various topics we had assigned.
Moreover, we developed a linear regression model
for predicting practical use probability for designing
post-course surveys that can measure the long-range
impact of a delivery e-course.
ACKNOWLEDGEMENTS
The travel costs and participation fee to conference
was supported by the European Regional
Development Fund project «Development of
international cooperation projects and capacity in
science and technology Riga Technical University»,
Nr. 2DP/2.1.1.2.0/10/APIA/VIAA/003.
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