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Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka
Örebro universitet, Handelshögskolan vid Örebro universitet. (eGovernment)
2008 (Engelska)Ingår i: International Journal of Education and Development using ICT, ISSN 1814-0556, Vol. 4, nr 3Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

By using an extensive framework for e-learning enablers and disablers (including 37 factors) this paper sets out to identify which of these challenges are most salient for an e-learning course in Sri Lanka. The study includes 1887 informants and data has been collected from year 2004 to 2007, covering opinions of students and staff. A quantitative approach is taken to identify the most important factors followed by a qualitative analysis to explain why and how they are important. The study identified seven major challenges in the following areas: Student support, Flexibility, Teaching and Learning Activities, Access, Academic confidence, Localization and Attitudes. In this paper these challenges will be discussed and solutions suggested.

Ort, förlag, år, upplaga, sidor
2008. Vol. 4, nr 3
Nyckelord [en]
e-learning; challenges, developing countries; support; flexibility; access; academic confidence; localization; interactivity; attitudes
Nationell ämneskategori
Systemvetenskap Samhällsvetenskap Data- och informationsvetenskap Data- och informationsvetenskap
Forskningsämne
Informatik
Identifikatorer
URN: urn:nbn:se:oru:diva-5908OAI: oai:DiVA.org:oru-5908DiVA: diva2:201280
Tillgänglig från: 2009-03-05 Skapad: 2009-03-03 Senast uppdaterad: 2017-10-18Bibliografiskt granskad
Ingår i avhandling
1. Learning to learn in e-Learning: constructive practices for development
Öppna denna publikation i ny flik eller fönster >>Learning to learn in e-Learning: constructive practices for development
2010 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
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.

Ort, förlag, år, upplaga, sidor
Örebro: Örebro universitet, 2010. 148 s.
Serie
Örebro Studies in Informatics, 3
Nyckelord
ICT4D, distance education, constructive learning practices, Structuration Theory, ICT, developing countries, e-learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Informatik
Identifikatorer
urn:nbn:se:oru:diva-10354 (URN)978-91-7668-721-5 (ISBN)
Disputation
2010-05-17, Hörsal M, Musikhögskolan, Örebro universitet, Fakultetsgatan 1, Örebro, Örebro, 13:15 (Engelska)
Opponent
Handledare
Tillgänglig från: 2010-04-12 Skapad: 2010-04-12 Senast uppdaterad: 2017-10-18Bibliografiskt granskad

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Andersson, Annika
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Handelshögskolan vid Örebro universitet
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