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Increasing interactivity in distance educations: Case studies Bangladesh and Sri Lanka
Örebro University, Swedish Business School at Örebro University. (ICT4D)
Örebro University, Swedish Business School at Örebro University. (ICT4D)ORCID iD: 0000-0003-1076-3442
2010 (English)In: Information Technology for Development, ISSN 0268-1102, E-ISSN 1554-0170, Vol. 16, no 1, 16-33 p.Article in journal (Refereed) Published
Abstract [en]

This paper describes how distance educations in developing countries can enhance interactivityby means of information and communication technologies. It is argued that e-learning involvesa shift in the educational structure from traditional transmission of knowledge to interactivecreation of knowledge. Our case studies are two distance educations in Bangladesh and SriLanka that use different technologies for implementing interactivity; Internet and computersin one case and video and mobile phones in the other. The findings are analyzed based onStructuration Theory and we compare the two approaches based on emerging norms andbeliefs. Findings from both cases show the concurrent enactment of both the transmissionand the interactive structure. Whereas peer collaboration and the use of self-assessment toolsmake students take more ownership of their learning, we also found the idea of a classroomwith an instructive teacher to be deeply rooted in the students’ minds.

Place, publisher, year, edition, pages
Oxford, United Kingdom: Routledge, 2010. Vol. 16, no 1, 16-33 p.
Keyword [en]
e-learning, interactivity, educational structures, developing countries, Structuration Theory
National Category
Information Science
Research subject
Informatics
Identifiers
URN: urn:nbn:se:oru:diva-10267DOI: 10.1080/02681100903533719ISI: 000208173200003Scopus ID: 2-s2.0-78650331369OAI: oai:DiVA.org:oru-10267DiVA: diva2:306442
Available from: 2010-03-29 Created: 2010-03-29 Last updated: 2017-02-20Bibliographically 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. 148 p.
Series
Örebro Studies in Informatics, 3
Keyword
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: 2012-09-04Bibliographically approved

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