Using Activity Theory to Examine Social Interaction of Online Learning
I-Chun Tsai, University of Akron, Ohio, United States ; Krista Galyen, Xiaolin Xie, James Laffey, University of Missouri, United States
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study aims to build new knowledge about students’ social interaction during online learning using the joint perspective of activity theory and social ability. Based upon the joint framework of activity theory and social ability, a set of serial interviews and final interviews were conducted and the interview transcripts were analyzed via content analysis. The results include four themes: 1) The nature of the course/activity design and how the instructors teach/encourage students influences students’ needs and motives to participate in the activities; 2) The functions of discussion board to support students’ needs of feedback/help and motivate participation; 3) Social Awareness information provided via Email Digest, Presence Box, Sakai influence students’ actions and learning experience; and 4) Comparisons to others’ work promotes positive growth of learning and helps judge students’ own success of learning.
Tsai, I.C., Galyen, K., Xie, X. & Laffey, J. (2010). Using Activity Theory to Examine Social Interaction of Online Learning. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1202-1211). Toronto, Canada: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
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