
Analyzing Mediated-Action with Activity Theory in a Digital Learning Community
PROCEEDINGS
Hyungshin Choi, Ewha Womans University, Korea (South)
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
As promising benefits of online collaborative learning are evidenced, a digital learning community is positioning its place as a form of popular learning environment. Despite many benefits of collaborative learning, learners experience ambivalence. The promising benefits of learning community cannot be obtained without purposefulness of facilitation. The primary goal of this study is to see if activity theory is useful to analyze and explain the learning process in a digital learning community. The secondary agenda is to capture the conflicts or contradictions manifested in the activity system. Using data gathered from a group activity in a digital learning community, this study reveals how group process evolves within activity systems. This study also provides some implications for online facilitators based on the contradictions manifested while learning community members accomplish a common goal.
Citation
Choi, H. (2006). Analyzing Mediated-Action with Activity Theory in a Digital Learning Community. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1178-1185). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 19, 2022 from https://www.learntechlib.org/primary/p/23153/.
© 2006 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Berge, Z.L. (1995). The Role of the Online Instructor/Facilitator, Educational Technology, 35(1), 22-30. Retrieved on July 6, 2005 from the website: ttp:// www.emoderators.com/moderators/teach_online.html.
- Bielaczyc, K., & Collings, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C.M. Reigeluth (Ed.), Instructional design theories and models (Vol. II). Mahwah, NJ: Lawrence Erlbaum.
- Cheung, W.S., & Hew, K.F. (2003). Models to evaluate online learning communities of asynchronous discussion forums. Australian Journal of Educational Technology, 19(2), 241-259.
- Dirkx, J. & Smith R. (2005). Learing to Learn in Online Collaborative Groups. In T. Roberts (Ed.), Online Collaborative Learning: Theory and Practice. Hershey, London, Melbourne, Singapore: Information Science Publishing.
- Engestrom, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit Oy.
- Hung, D., & Wong, A.(2000). Activity theory as a framework for project work in learning environments. Educational Technology, 40(2), 33-37.
- Johri A.(2005). Online, Offline and In-Between: Analyzing Medicated-Action Among American and Russian Students in a Global Online Class. In T. Roberts (Ed.), Computer-Supported Collaborative Learning in Higher Education. Hershey, London, Melbourne, Singapore: Idea Group Publishing.
- Jonassen, D.H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology: Research& Development, 47(1), 61-79.
- Jonassen, D. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. Jonassen& S. Land (Eds.), Theoretical foundations of learning environments (89-121). Mahwah, NJ: Lawrence Erlbaum.
- Kang, M. & Lim, B.(2002). School preparing for the future. Seoul: Hakjisa. Kirschner, et al.(2004). Designing Electronic Collaborative Learning Environments. Educational Technology: Research& Development, 52(3), 47-66.
- Ng, C., & Hung, D. (2003). Conceptualizing a Framework for Design of Online Communities. International Journal on E-Learning, October-December, 60-71.
- Stahl, G. (2005). Group cognition in computer-assisted learning. Journal of Computer Assisted Learning, 21, 79-90. Williams et al. (2001). Facilitating cross-cultural online discussion groups: Implications for practice. Distance Education, 22(1), 151~167.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References