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Understanding Synchronous Computer-Mediated Classroom Discussion through Cultural-Historical Activity Theory
ARTICLE

Turkish Online Journal of Educational Technology Volume 14, Number 2, ISSN 1303-6521

Abstract

This study is about graduate students' discourse practices in classroom text-based synchronous computer mediated discussions (SCMD). Cultural historical activity theory (in short, Activity Theory) is the primary theoretical lens through which the data are analyzed. Engeström's (1987) Activity System model among the various theoretical positions or perspectives of activity theorists has guided the overall process of the study, especially having the researcher focus on the identification and description of the model's six key elements: subject, object, tool, community, rule, and division of labor. Several emerging themes were identified: instead of a single utterance, a topical pair needs to be investigated as a unit of analysis in SCMD research; a collective unit of actions emerges through the discourse activity; and, finally, an ecological view is needed to understand an activity system as a whole. Based on these emerging themes, the implications for future research are discussed as a conclusion.

Citation

Park, Y. (2015). Understanding Synchronous Computer-Mediated Classroom Discussion through Cultural-Historical Activity Theory. Turkish Online Journal of Educational Technology, 14(2), 219-228. Retrieved August 20, 2019 from .

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