Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The ASTIDE Model

Autor/inn/en	Aktaruzzaman, Md; Plunkett, Margaret
Titel	Adapting Structuration Theory as a Comprehensive Theory for Distance Education: The ASTIDE Model
Quelle	In: European Journal of Open, Distance and E-Learning, 19 (2016) 1, S.19-35 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Distance Education; Educational Practices; Models; Interviews; Focus Groups; Case Studies; Administrator Attitudes; Teacher Attitudes; Concept Formation; Transformative Learning; Educational Policy; Academic Achievement; Educational Technology; Instruction; Educational Theories; Foreign Countries; Australia; Bangladesh; United Kingdom + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Bildungspraxis; Analogiemodell; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Lehrerverhalten; Concept learning; Begriffsbildung; Pädagogische Transformation; Politics of education; Bildungspolitik; Schulleistung; Unterrichtsmedien; Teaching process; Unterrichtsprozess; Educational theory; Theory of education; Bildungstheorie; Ausland; Australien; Bangladesch; Großbritannien
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. (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01