iJET Volume 9, Number 5, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany
In this article, Activity Theory is used as analytical framework for developing and evaluating the model of contextual online collaborative learning. Activity Theory is useful particularly because it provided the researcher with tool to structure human activities in relation to computer within a context. As in the context of this study, Activity Theory proved to be useful for developing and evaluating the incorporation of online collaborative learning within a particular chosen context, i.e. conventional tertiary classroom. Discussions on findings based on the analysis of contextual online collaborative learning are also provided.
Mohamad Said, M., Mohd Tahir, L., Ali, M., Md Noor, N., Atan, N. & Abdullah, Z. (2014). Using Activity Theory as Analytical Framework for Evaluating Contextual Online Collaborative Learning. International Journal of Emerging Technologies in Learning (iJET), 9(5), 54-59. Kassel, Germany: International Association of Online Engineering. Retrieved February 18, 2019 from https://www.learntechlib.org/p/151153/.