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Strategy for progressing from in-house training into e-learning using Activity Theory at a South African university
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, Tshwane University of Technology, South Africa

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study applies the basics of Activity Theory to the situation of in-house training in Information Technology services at a higher education institution. It examines how we can scientifically describe and analyze the training situation towards the goal of progressively improving the Information Technology training process. The components of the Activity system were identified in the training process. Reasoning into the system yield contradictions which on appropriation enable us to develop a strategy for the improvement in the training on Information Technology services at the institution. The developed strategy indicates the need for a comprehensive e-learning system that would enhance interactions between the trainer and the trainees. Such a system need to accommodate the existing training strengths but foster innovation and responsiveness and most importantly can be developed as a group effort with potential for effective user-developer interactions that could constantly assist in improving the e-learning system and the training process.

Citation

Dehinbo, J. (2008). Strategy for progressing from in-house training into e-learning using Activity Theory at a South African university. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 726-733). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 22, 2019 from .

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