To Örebro University

oru.seÖrebro University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Letters from the field: e-learning students change of learning behaviour in Sri Lanka and Bangladesh
Örebro University, Swedish Business School at Örebro University. (eGovernment)
2008 (English)In: Proceedings of ECEL 2008: 7th European conference on e-Learning, 2008, p. 29-37Conference paper, Published paper (Refereed)
Abstract [en]

This paper reports the findings from two case studies on e-learning in Bangladesh and Sri Lanka. In these countries much hope is set on e-learning as a means to disseminate education to a larger population, but statistics show that drop out rates from e-learning courses are much higher than from traditional, classroom based, courses. In this paper it is argued that one reason for this is that the introduction of e-learning and a more student-centred learning model involves a drastic shift for students who are brought up in very teacher-centred didactic educational cultures. In order to investigate how this change in learning is perceived by its main stakeholders (i.e. the students) visits to learning centres in Sri Lanka and Bangladesh were made during 2007 and 2008. To capture the students’ opinions an open approach was chosen where students were asked to write letters about which major challenges they experience in changing their learning behaviour and completing the courses. Altogether the study is based on 107 student letters that have been analyzed and coded based on major differences and challenges identified by the students. Findings show that most students find learning on their own to be the major difference. They find this challenging because they feel very distant and because they do not know how to learn on their own. They have difficulties in managing their time and a lack of flexibility combined with a sloppy administration makes it even worse. Students used to being spoon-fed and learning by memorizing obviously need much support in taking ownership of their own learning in order to be able to learn by themselves. By comparing and mapping these findings to solutions suggested by existing research this study therefore suggests that support functions should be provided for students on ‘how to be an online learner’ and on ‘how to learn by yourself’. The teacher interaction and presence should also, at least in the early stages of the course, be frequent and active in order to make the student confident in his or hers ability to learn on their own. Finally, course flexibility (in regards to delivery mode and pace) should be high and much effort should be put into creating a supportive and well-organized administration

Place, publisher, year, edition, pages
2008. p. 29-37
Keywords [en]
e-learning, developing countries, educational structures, pedagogical differences, learning behaviour, support functions
National Category
Information Systems
Research subject
Informatics
Identifiers
URN: urn:nbn:se:oru:diva-5909OAI: oai:DiVA.org:oru-5909DiVA, id: diva2:201283
Conference
7th European Conference on e-Learning, Agia Napa, Cyprus, 6-7 November 2008
Available from: 2009-03-05 Created: 2009-03-03 Last updated: 2018-01-13Bibliographically approved
In thesis
1. Learning to learn in e-Learning: constructive practices for development
Open this publication in new window or tab >>Learning to learn in e-Learning: constructive practices for development
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. The research is situated within the field of Information and Communication Technologies for Development (ICT4D) and within this field e-learning. Education is important for development and for many students in developing countries distance education is often the only option to get educated. The research question is if the use of Information and Communication Technology (ICT) in distance education can contribute to development, and if so, how?

This question is explored through two case studies in Sri Lanka and Bangladesh. A variety of data collection methods have been used: interviews, questionnaires, participant observations and document review. The research approach is interpretative and findings are analyzed using Structuration Theory.

Initial findings showed that a major challenge for students was the change of learning practices that distance education required. Findings also showed that new constructive learning practices emerged through the use of ICT. For development to take place the learning practices of students are important. Students used to learning practices based on uncritical memorization of facts will not easily take initiatives for change, whereas students used to constructive learning practices will.  Notwithstanding the fact that most students found this transition challenging, it was found that by introducing technology into long-established transmission structures, changes towards constructive learning practices occurred.

A major contribution of this thesis is to increase the understanding of how ICT in distance education can facilitate constructive learning practices. By arguing that constructive learning practices are conducive to societal change this finding also has implications for development. The thesis also makes a theoretical contribution by extending Structuration Theory’s applicability in demonstrating its explanatory power in settings where researcher and informants are geographically and socially distant.

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2010. p. 148
Series
Örebro Studies in Informatics ; 3
Keywords
ICT4D, distance education, constructive learning practices, Structuration Theory, ICT, developing countries, e-learning
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-10354 (URN)978-91-7668-721-5 (ISBN)
Public defence
2010-05-17, Hörsal M, Musikhögskolan, Örebro universitet, Fakultetsgatan 1, Örebro, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2010-04-12 Created: 2010-04-12 Last updated: 2017-10-18Bibliographically approved

Open Access in DiVA

fulltext(344 kB)4000 downloads
File information
File name FULLTEXT01.pdfFile size 344 kBChecksum SHA-512
4912d981bc3e209ac88c927f6f47caa52b372678e85bc4944be43203cd70594ad1ac8b19996772fd9cf15d930a72338feac11af32fa2485d60e71cdca7d931a8
Type fulltextMimetype application/pdf

Authority records

Andersson, Annika

Search in DiVA

By author/editor
Andersson, Annika
By organisation
Swedish Business School at Örebro University
Information Systems

Search outside of DiVA

GoogleGoogle Scholar
Total: 4010 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 1443 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf