ASTIDE: A Comprehensive Theory for Distance Education

What is it about?

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.

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Why is it important?

To begin with, both Transactional Distance Theory (TDT) and Theory of Instructional Dialogue (IDT) relate specifically to instruction, which although important, can be considered as only part of a broader theory (Aktaruzzaman, 2014). For example, questions pertaining to curriculum (what subjects should be taught and how much time should be devoted to each?), delivery method (whether the courses will be provided online, face-to-face or blended mode?) and quality assurance (what measures are necessary to ensure quality?) are not covered by these theories. As the answers to these questions are provided by associated links with DE systems, a broader theory is required to explicate the entirety of the situation. A second consideration is that DE has to be examined with respect to developmental studies in order to be successful in the ICT for Development (ICT4D) field, which is crucial, particularly in developing countries (Heeks, 2008). The inclusion of developmental studies will assist policy makers understand where modern technologies fit into development processes, paradigms and structures. It can also guide posthoc activities like impact assessment of ICT4D projects, as well as prehoc activities that seek to realise needs analysis, project design, and implementation of theory into practice (Unwin, 2009). Third, TDT and IDT theorists have not addressed the policies and practices that underlie the DE system. Gokool-Ramdoo (2009) and Gulati (2008) argue that policy development at the institutional and national level is the key to a sustainable and effective distance education framework. However, their interest in developing policies and practices on the basis of decreasing transactional distance associated with Moore’s TDT theory is not empirically valid and often contradictory to itself (Gorsky & Caspi, 2005a). Although IDT appears to be technically sound, no studies have been conducted using the underlying assumptions of IDT to encompass the field of policies and practices pertaining to DE. A fourth aspect relates to the core ideology of these theories, which is centred in interaction or dialogue, and therefore limited to being two dimensional - student to learning resources and if required, student to peers or teachers or vice versa, no matters how many times and ways they communicate (Gorsky et al., 2008, Moore, 1993). However, the key concern for DE in both developing and developed countries is student success, particularly in terms of retention rates (Simpson, 2013; Tresman, 2002). This issue cannot be readily addressed using this conventional two dimensional interaction mentioned in the instructional theories such as IDT or TDT. The fifth challenge relates to the role of technology, which is not explicitly defined in either TDT or IDT. The importance of old technologies in DE and the concomitant impact on individual and society cannot be denied. Furthermore the implications of new technologies need to be assessed before deployment (Tinio, 2004). A large number of DE universities in developing countries, including Bangladesh use 2.5th generational DE (Rashid & Rahman, 2010), whereas DE providers such as the Open University UK have integrated recent technologies to support learning (Gourley & Lane, 2009). In essence, the varied levels of technological issues in DE are not effectively covered by either TDT or IDT. In addition to these constraints, most of the perspectives relating to DE provision in developing countries tend to be underpinned by sociological rather technological parameters. Of particular, importance is the associated social value of DE and recognition of DE programmes and graduates (Aktaruzzaman, 2014). Within TDT and IDT, there is no consideration of sociological philosophy, including providing avenues for answers to questions such as, what constitutes society, how society is organised, or structural changes like whether human agency is subdued to structural forces? Consideration of these underlying assumptions and beliefs is necessary for the development of a solid foundation of a theory, which is absent in both TDT and IDT. This study has adapted several key concepts related to DE into Giddens’ (1984) Structuration Theory, through conceptualisation of the 'Adapting Structuration Theory In Distance Education (ASTIDE) model as a rigorous and all-inclusive theoretical model for distance education.

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