Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis

2022

Preprint

The study evaluates students’ experience of learning with virtual classrooms facilitated by Google Classroom at the institute of social work, Dar es Salaam, Tanzania. The study employed the Activity Theory (AT) as a theoretical framework using the first triangle of the activity system, which includes three components Subject-Tool-Object (S-T-O). An anonymous online survey was adopted for data collection and the quantitative method was used to analyze data in this study. Additionally, the survey questionnaires were prepared and distributed using the KoBo Toolbox. The sample size considered a subgroup of the institute students, which includes the BTCLRPM, ODLRPM & BLRPM from the labor studies departments. At the end of the data collection period, 82 questionnaires were collected. Only 79 (96%) questionnaires yielded valid responses and were considered for analysis and 3 (4%) questionnaires were excluded as they are not yielded valid responses. The finding reveals that the student’s opinion specifies that overall students were more interested in learning activities using the Google Classroom platform as a learning tool and they could achieve learning goals in the ICT module. Alternatively, the findings from ANOVA comparing the differences between the groups of students concerning the use of Google classroom as a learning tool reveal that the ODLRPM and BTCLRM students demonstrated higher online/blended learning experiences using Google Classroom for the ICT module compare to BLRPM students. Finally, the study calls for institute policymakers to plan and initiate the policy for the usage of Google Classroom in the facilitation of blended teaching and learning.

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

2022

Preprint

“…The Activity Theory (AT) has been used as a theoretical framework for an extensive range of phenomena in many disciplines to capture the complexities involved in learning (Abdullah, 2014;Lee et al, 2021). The Activity theory (AT) has also drawn much attention from academics and researchers interested in the ampli cation of the ways technology can be exploited within activity systems (Abdullah, 2014;Lioutas et al, 2019) and its high validity has been demonstrated empirically in various earlier studies in the eld of education (Abdullah, 2014;Alghamdi & Plunkett, 2022;Barhoumi, 2016;Engeström & Sannino, 2021;Gedera, 2014a;Gedera et al, 2013;Karanasios, 2018;Lee et al, 2021;Lioutas et al, 2019;Nguyen & Habók, 2021;Pullenayegem et al, 2021;Pullenayegem et al, 2020;Soleimani & Rahimi, 2021;Yakubu & Dasuki, 2021) and many others eld such as healthcare (Valecha et al, 2019;Yakubu & Dasuki, 2021), and information systems (Simeonova, 2018;Yakubu & Dasuki, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These elements in an activity system act as mediators and the relationships between these elements are continually refereed (Alghamdi & Plunkett, 2022;Gedera, 2014a;Lee et al, 2021). Therefore, as described by Engeström (1987), the Activity Theory (AT) model consisted of six main components within a system and the activity is an outcome of the interactions of those components (Lee et al, 2021;Pullenayegem et al, 2020). These components are subject, object, tools, community, rules, and the division of labor (Barhoumi, 2016;Lee et al, 2021;Nguyen & Habók, 2021;Soleimani & Rahimi, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In accomplishing this, the individual or a group of individuals (subject) operates within a set of guidelines (rules), recognized by the public (community) who negotiate and mediate the rules that describe how it functions. Finally, the roles and relationships within the community, which is also responsible for organizing how each individual is assigned work (a division of labor) to accomplish the activity goals (outcomes) (Engeström, 2001;Pullenayegem et al, 2020;Yakubu & Dasuki, 2021). In the context of this study, the rst triangle of the Activity Theory (AT) is used as a research framework for an in-depth analysis.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

2022

Preprint

The study evaluated students’ experience of learning with virtual classrooms facilitated by Google Classroom at the institute of social work, Dar es Salaam, Tanzania. The study employed the Activity Theory (AT) as a theoretical framework using the first triangle of the activity system, which includes three components - Subject-Tool-Object (S-T-O). In this study, an anonymous online survey was adopted for data collection and the quantitative method was used to analyze data. Additionally, the survey questionnaires were prepared and distributed using the KoBo Toolbox. The sample size considered a subgroup of the institute students, which includes the BTCLRPM, ODLRPM & BLRPM from the labor studies departments. At the end of the data collection period, 82 questionnaires were collected. Only 79 (96%) questionnaires yielded valid responses and were considered for analysis and 3 (4%) questionnaires were excluded as they are not yielded valid responses. The finding revealed that the student’s opinions specified that overall students were more interested in learning activities using the Google Classroom platform as a learning tool and they managed to achieve learning goals in the ICT module. Alternatively, the findings from ANOVA comparing the differences between the groups of students concerning the use of Google classroom as a learning tool revealed that the ODLRPM and BTCLRM students demonstrated higher online/blended learning experiences of using Google Classroom for the ICT module compared to BLRPM students. Finally, the study calls for institute policymakers to plan and initiate the policy for the usage of web 2.0 tools such as Google Classroom in the facilitation of online/blended teaching and learning at the institute.

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

Journal of Educational Technology and Online Learning

2023

The study evaluated students’ experience of learning with virtual classrooms facilitated by Google Classroom at the institute of social work, Dar es Salaam, Tanzania. The study employed the Activity Theory (AT) as a theoretical framework using the first triangle of the activity system, which includes three components - Subject-Tool-Object (STO). In this study, an anonymous online survey was adopted for data collection and the quantitative method was used to analyze data. Additionally, the survey questionnaires were prepared and distributed using the KoBo Toolbox. The sample size considered a subgroup of institute students, which includes a Bachelor degree in Labor Relations and Public Management (BLRPM), an Ordinary Diploma in Labor Relations and Public Management (ODLRPM), and a Basic Technician Certificate in Labor Relations and Public Management (BTCLRPM) from the labor studies departments. 79 (96%) questionnaires were considered for analysis The findings revealed that the student’s opinions specified that overall students were more interested in learning activities using the Google Classroom platform as a learning tool and they managed to achieve learning goals in the ICT module. Alternatively, the findings from ANOVA comparing the differences between the groups of students concerning the use of Google classroom as a learning tool revealed that the ODLRPM and BTCLRM students demonstrated higher online/blended learning experiences of using Google Classroom for the ICT module compared to BLRPM students. In conclusion, the study calls for institute policymakers to plan and initiate the policy for using web 2.0 tools such as Google Classroom to facilitate online/blended teaching and learning at the institute.