Digital learning across cultures: an account of activity theory

Guo, Karen; Bussey, Francesca; Adachi, Chie

doi:10.1080/14675986.2020.1747259

Cited by 9 publications

(7 citation statements)

References 26 publications

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“…The students also stated at the teleconferences that they had lost their prior excitement about distance learning because they had many tasks in different fields and separate platforms according to their teachers' preferences. While learners were aware of the digital dimension of their studying in the project, it appeared to some that communicating with the online tool solely was not the desired option (Guo et al, 2020). All these factors, along with the non-obligatory nature of ERT during this period, substantially affected their participation rate.…”

Section: Discussionmentioning

confidence: 98%

Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study

Gkougkoura¹,

Paida²,

Vitsou³

et al. 2022

IJONMES

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In recent years, a significant number of students with a multilingual background have attended Greek educational institutions, mainly because of migration and the refugee crisis. In March 2020, due to the Novel Coronavirus (COVID-19), Greek educational institutions started organizing emergency remote teaching on online educational platforms. This paper describes a case study (through intervention) conducted in a digital multilingual elementary classroom, that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The main aim of this study was to explore to what extent task-based language teaching (TBLT) activities grounded on the migrant students’ needs analysis and supported by computer-assisted language learning (CALL) features contribute to active lesson participation during emergencies and their effect on migrant students’ social inclusion in a formal educational context. Results established the most critical factors required for differentiated multilingual distance education. This is an original research work on how diversity and inclusion in emergency remote teaching may be achieved.

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Section: Discussionmentioning

confidence: 98%

Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study

Gkougkoura¹,

Paida²,

Vitsou³

et al. 2022

IJONMES

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“…Developing a pedagogically robust view of digital environments was central to this project, where the pedagogies drove the learning rather than digital tools shaping the learning experiences. The relationships and subsequent attitudes that people (students or teachers) form with digital learning and teaching has significant impact on learning and teaching experiences (Guo et al, 2020). Contemporary teaching and learning is therefore shaped by what can be considered digital learning ecologies or communities (Seely Brown, 2000).…”

Section: Digital Pedagogies and Higher Educationmentioning

confidence: 99%

Peopling Technologies educational model

David,

Cain

2023

APUBS

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This conceptual paper articulates a digital education approach that privileges diverse learners and harnesses the potential of technologies. The approach positions digital ways of thinking in terms of a philosophy (Peopling Technologies), a pedagogy (Immediate, Collaborative, Interactive pedagogy) and an evaluative framework (Sliding Glass Doors Learning). The three elements in concert focus closely on, and are responsive to, student contexts and skills. This balance forms an overall Peopling Technologies educational model designed to support students through transition to university and ongoing engagement in their studies. This educational model has practical implementation in the context of curriculum design and assessment design. The approach was developed in 2019, with ongoing iteration taking place in an education course assessment redesign project. Digital learning environments, shaped by this model, encourages belonging and inclusion to cultivate digital literacies, academic skills, discipline knowledges, and professional practice. The Peopling Technologies education model is adaptive to different discipline areas and elements of the approach are iterative to further contexts. By virtue of this model’s philosophical and pedagogical elements, this approach can be flexibly applied to changing contexts and responsive to technological advances (for example, generative artificial intelligence).

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“…This study uses Engeström's (1999) activity theory to understand how learners collaborate with the assistance of resources in 'a meaningful context which is called as activity' (Issroff & Scanlon, 2002, p. 78). Activity is a structure that involves analytical and conceptual elements, and it can be restructured by different units' encounters with each other and with unit of other activities in the entire process (Guo et al, 2020). Engeström (1999) presents seven related components in his activity theory, including subjects, tools, objects, rules, community, division of labour, and outcomes.…”

Section: Elements Shaping Learners' Collaborative Behavioursmentioning

confidence: 99%

“…Engeström's conceptual framework of activity theory is illustrated in Figure 3. Besides guiding towards an understanding of the teaching and learning process, the activity theory also seeks to explain and impact qualitative changes in human practices while pertaining to accomplish tasks or fulfill school requirements (Guo et al, 2020). As shown in Figure 3, the relationship between subject (e.g., students, teachers, candidates) and object (e.g., raw materials, intended or unintended learning outcomes, or problems to be resolved) is mediated by tools (e.g., activities, assignments, learning platforms, methods, educational technologies, online collaboration tools), whereas the relationship between subject and community (e.g., students' families, school administrators, stakeholders) is mediated by rules (school regulations, classroom regulations, grading systems, academic requirements).…”

Section: Elements Shaping Learners' Collaborative Behavioursmentioning

confidence: 99%

Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting

Kitjaroonchai,

Loo

2023

tpls

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This study investigated learners’ online collaborative writing (CW) behaviours. The participants were 115 EFL students from different Asian countries at a private international university in Thailand. The quantitative data was collected from students’ writing contributions on two collaborative writing tasks: descriptive and argumentative essays. Data was analyzed using one-way analysis of variance (ANOVA) and the Bonferroni Post Hoc Test. The analysis from the one-way ANOVA test revealed a significant difference between groups regarding percentage of text contribution in CW tasks. Qualitative data was also collected from students’ reflective journals and observations, where factors that influenced team collaboration were examined. The qualitative findings showed that students with higher language proficiency levels were the prominent authors who contributed more text to their group tasks. Elements affecting learners’ active and inactive participations in team collaborations include student language proficiency, individual goal, designated roles, collaboration platforms, learning preference, topic familiarity, and influence of teacher. Some implications of the findings are discussed.

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Digital learning across cultures: an account of activity theory

Cited by 9 publications

References 26 publications

Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study

Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study

Peopling Technologies educational model

Who Are Active and Inactive Participants in Online Collaborative Writing? Considerations From an EFL Setting

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