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Author:
Andersson, Annika (Örebro University, Swedish Business School at Örebro University) (ICT4D)
Title:
Learning to learn in e-Learning: constructive practices for development
Department:
Örebro University, Swedish Business School at Örebro University
Publication type:
Doctoral thesis, comprehensive summary (Other academic)
Language:
English
Place of publ.: Örebro Publisher: Örebro universitet
Pages:
148
Series:
Örebro Studies in Informatics; 3
Year of publ.:
2010
URI:
urn:nbn:se:oru:diva-10354
Permanent link:
http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10354
ISBN:
978-91-7668-721-5
Subject category:
Information Systems, Social aspects
SVEP category:
Informatics
Research subject:
Informatics
Keywords(en) :
ICT4D, distance education, constructive learning practices, Structuration Theory, ICT, developing countries, e-learning
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.

Public defence:
2010-05-17, Hörsal M, Musikhögskolan, Örebro universitet, Fakultetsgatan 1, Örebro, Örebro, 13:15 (English)
Degree:
Degree of Doctor of Philosophy
Supervisor:
Grönlund, Åke, Professor (Örebro University, Swedish Business School at Örebro University)
Hedström, Karin, lektor (Örebro University, Swedish Business School at Örebro University)
Opponent:
Unwin, Tim, Professor (Royal Holloway University, United Kingdom)
Available from:
2010-04-12
Created:
2010-04-12
Last updated:
2012-09-04
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