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Webs of Activity in Online Course Design and Teaching
ARTICLE

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Association for Learning Technology Journal Volume 12, Number 1, ISSN 0968-7769

Abstract

In this study, we followed three faculty members' experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work collaboratively with others across the university. Activity theory provided a framework within which to study faculty members' collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching.

Citation

Peruski, L. & Mishra, P. (2004). Webs of Activity in Online Course Design and Teaching. Association for Learning Technology Journal, 12(1), 37-49. Retrieved December 16, 2018 from .

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Cited By

  1. Mathematics Instructors’ Experiences Stabilizing TPACK When Using New Technologies in a Distance-Based Graduate Program

    Lori Sachau & Heng-Yu Ku, University of Northern Colorado, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 841–843

  2. What is Technological Pedagogical Content Knowledge (TPACK)?

    Matthew Koehler & Punya Mishra, Michigan State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 9, No. 1 (March 2009) pp. 60–70

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