An Activity Theory View on Learning Studies

Mosvold, Reidar; Bjuland, Raymond

doi:10.1007/s13158-011-0048-4

Cited by 11 publications

(6 citation statements)

References 13 publications

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“…Activity theorists argue the importance of considering the larger process including environment, history, culture, and real-life activity and not just the individual (Mosvold & Bjuland, 2009). Expansive learning theory is focused on a process where the individual is considered in the process.…”

Section: Methodsmentioning

confidence: 99%

Microlearning: A New Learning Model

Dolasinski

Reynolds

2020

Journal of Hospitality & Tourism Research

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Changes in the current workplace are creating changes in traditional processes. One such process is the way that the millennial and subsequent generations joining the workplace consume learning. The hospitality industry is an ever-changing service industry in which organizations need to continue to adapt to stay relevant. Trained employees providing excellent guest experiences are a competitive advantage. Some barriers to training include lack of time, lack of resources, and changing learning expectations. The aim of this article was to propose a new learning model that integrates performance workflow and microlearning. Microlearning is an approach that focuses on a single concept, utilizing multisensory and multimodality in a focused short amount of time. It can be easily incorporated to the job workflow. The model, future research, and implications are discussed.

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Section: Methodsmentioning

confidence: 99%

Microlearning: A New Learning Model

Dolasinski

Reynolds

2020

Journal of Hospitality & Tourism Research

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“…Activity theory is based on the theoretical perspective that learning occurs through historically and contextually framed activity in which mediating artifacts have central roles (Mosvold & Bjuland, 2011). The minimal unit of analysis in activity theory is the activity system (Cole & Engeström, 1993).…”

Section: Activity Theorymentioning

confidence: 99%

From Collective Activity to Autonomous Learning: Fostering Learner Autonomy in Light of Activity Theory

Hajimaghsoodi

Bolghari

2019

IJREE

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Autonomous learning and social activity have excessively been the focus of interest in second language acquisition over the past decades. The present study aimed to explore how activity theory-as a branch of sociocultural theory focusing on social context-can promote Iranian EFL learners' autonomy. To this end, fifty-six EFL students studying English translation at Islamic Azad University, Tehran Central Branch, participated in the study. The participants were assigned to two groups, one experimental group and one control group. At the beginning of the semester, both groups took a language proficiency test to ensure their homogeneity. They also completed an autonomy questionnaire as the pretest and posttest. The instruction in both groups was based on a five-step process of developing the academic writing skill, including prewriting, organizing, writing the first draft, revising and editing, and writing a new draft. However, only the experimental group received the instruction through an e-learning platform designed based on the six elements of activity theory-subjects, objects, mediating artifacts, rules, community, and division of labor-suitable for EFL writing classrooms. The results revealed that integrating activity theory to e-learning had a decisive role in enhancing the students' learner autonomy. It is hoped that the findings raise both teachers and students' awareness of implementing activity theory as a social learning framework to foster autonomous learning in EFL contexts.

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“…Originally, activity theory can trace its roots from the classical German philosophy of Kant and Hegel and Marxist dialectical materialism. In recent years, it develops and grows rapidly in the field of pedagogical psychology (Mosvold et al, 2011). Therefore, to some extent, activity theory is not a simple methodology but a theoretical framework and an interdisciplinary pattern for analyzing different forms of human behaviours in a socio-cultural and socio-historical lens.…”

Section: Literature Reviewmentioning

confidence: 99%

Activity Theory as a Framework for Designing the Model of College English Listening

Zhang¹

2014

IES

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Activity theory signifies that activities are at the centre of human behaviour and it has been used to study cognitive process in many fields. Nowadays, college English listening learning is time-consuming but less effective in China, so enhancing the performance of listening instruction is a very hot topic. Theoretically, activity theory is able to provide a proper framework for analyzing motive, designing tasks, contributing rules and tools in English listening in English as foreign language environment. Therefore, it is necessary and significant to unify the activity theory to design a novel model of listening comprehension and to analyze the college English listening from a different perspective. According to the theoretical analysis, activity theory is a useful framework to design the model of college English listening and to provide learner-centered education.

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An Activity Theory View on Learning Studies

Cited by 11 publications

References 13 publications

Microlearning: A New Learning Model

Microlearning: A New Learning Model

From Collective Activity to Autonomous Learning: Fostering Learner Autonomy in Light of Activity Theory

Activity Theory as a Framework for Designing the Model of College English Listening

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