Adapting structuration theory as a comprehensive theory for distance education : The ASTIDE model

- Aktaruzzaman, Md, Plunkett, Margaret

Title
Adapting structuration theory as a comprehensive theory for distance education : The ASTIDE model
Creator
Aktaruzzaman, Md; Plunkett, Margaret
Date
2016
Type
Text; Journal article
Identifier
http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/163775
Identifier
vital:12899
Identifier
https://doi.org/10.1515/eurodl-2016-0002
Identifier
ISBN:1027-5207
Abstract
Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens’ (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the Adapting Structuration Theory In Distance Education (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.
Relation
European Journal of Open, Distance and E-Learning Vol. 19, no. 1 (2016), p. 19
Rights
© 2016 EDEN
Rights
Open Access
Rights
This metadata is freely available under a CCO license
Subject
1301 Education Systems; 2001 Communication and Media Studies; Distance education; Structuration Theory; TDT; IDT; ASTIDE
Full Text
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