Adapting structuration theory as a comprehensive theory for distance education : The ASTIDE model
- Authors: Aktaruzzaman, Md , Plunkett, Margaret
- Date: 2016
- Type: Text , Journal article
- Relation: European Journal of Open, Distance and E-Learning Vol. 19, no. 1 (2016), p. 19
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- Description: 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.
An innovative approach toward a comprehensive distance education framework for a developing country
- Authors: Aktaruzzaman, Md , Plunkett, Margaret
- Date: 2016
- Type: Text , Journal article
- Relation: American Journal of Distance Education Vol. 30, no. 4 (2016), p. 211-224
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- Description: ABSTRACT This article reports on part of a study conducted to collate the policies and practices of two successful distance education providers of the developed world with those of a provider in Bangladesh in order to inform a culturally appropriate distance education framework for a developing country. This article also describes an innovative theoretical model, Adapting Structuration Theory In Distance Education, conceptualized as part of a broader study, to address the underlying issues and to generate propositions for the framework.
Institutional and community perceptions of distance education in Bangladesh : Preparing for the 21st century
- Authors: Aktaruzzaman, Md , Plunkett, Margaret
- Date: 2017
- Type: Text , Journal article
- Relation: Turkish Online Journal of Distance Education Vol. 18, no. 4 (2017), p. 20-34
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- Description: Bangladesh Open University (BOU), the sole distributor of distance education (DE) in Bangladesh, is regarded as one of the mega universities in the world. Nonetheless, the institution faces numerous issues and challenges that revolve around not only its administrative and academic operations, but also the lack of acknowledgement of its sociological value and concomitant recognition within the local community. This study examines the perceived challenges facing DE provision in Bangladesh from the point of view of the local Bangladeshi community as well as senior academics and administrators within the institution. Qualitative case study formed the methodological basis of the study. Using purposeful non-random sampling supplemented with snowballing technique, five senior academics and directors from BOU were selected for individual semi-structured interviews. Four focus groups were also formed using stratified purposeful sampling to determine the perception of the community towards DE. The paper introduces an innovative theoretical model, ‘Adapting Structuration Theory In Distance Education (ASTIDE)’, conceptualised as part of a broader study, to address the underlying issues and challenges relating to the future provision of DE in Bangladesh.