Abstract
This paper describes how distance educations in developing countries can enhance interactivity by means of information and communication technologies. It is argued that e-learning involves a shift in the educational structure from traditional transmission of knowledge to interactive creation of knowledge. Our case studies are two distance educations in Bangladesh and Sri Lanka that use different technologies for implementing interactivity; Internet and computers in one case and video and mobile phones in the other. The findings are analyzed based on Structuration Theory and we compare the two approaches based on emerging norms and beliefs. Findings from both cases show the concurrent enactment of both the transmission and the interactive structure. Whereas peer collaboration and the use of self-assessment tools make students take more ownership of their learning, we also found the idea of a classroom with an instructive teacher to be deeply rooted in the students' minds.
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