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Learning from e-learning: emerging constructive learning practices
Örebro universitet, Handelshögskolan vid Örebro universitet. (Informatik)
Örebro universitet, Handelshögskolan vid Örebro universitet. (MELAB, ICT4D)ORCID-id: 0000-0003-2304-7170
Örebro universitet, Handelshögskolan vid Örebro universitet. (Electronic Government, ICT4D)ORCID-id: 0000-0002-3713-346X
2009 (Engelska)Ingår i: Doing IT research that matters, 2009Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This research is situated within the field of Information and Communication Technologies for Development (ICT4D) and asks if ICT use can make learning practices change. While constructive learning practices are critical to both individual and societal development, repetitive learning practices are the norm in many developing countries. The study is based on observations and in-depth interviews and uses a structurational approach to understand if and how students views of learning change during an e-learning program in Sri Lanka. We found four constructive learning practices that emerged through technology use; individual exploring, interaction with peers, interaction with teachers, and taking responsibility of the learning. Many constructive learning practices emerged outside the LMS used, in students’ voluntary uses of publicly available resources on the Internet. The study shows that technology use can play a positive role for development, provided an open environment is available; students learn constructive practicesfrom e-learning.

Ort, förlag, år, upplaga, sidor
2009.
Nyckelord [en]
ICT4D, e-learning, learning practices, Structuration Theory, constructive learning theory
Nationell ämneskategori
Systemvetenskap
Forskningsämne
Informatik
Identifikatorer
URN: urn:nbn:se:oru:diva-8886OAI: oai:DiVA.org:oru-8886DiVA: diva2:282664
Konferens
International Conference on Information Systems (ICIS), Phoenix 2009
Anmärkning

ICIS 2009 Proceedings. Paper 51.

Tillgänglig från: 2009-12-21 Skapad: 2009-12-21 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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Av författaren/redaktören
Andersson, AnnikaHedström, KarinGrönlund, Åke
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Handelshögskolan vid Örebro universitet
Systemvetenskap

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Totalt: 534 träffar
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