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Analyzing Mediated-Action with Activity Theory in a Digital Learning Community
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, Ewha Womans University, Korea (South)

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

As promising benefits of online collaborative learning are evidenced, a digital learning community is positioning its place as a form of popular learning environment. Despite many benefits of collaborative learning, learners experience ambivalence. The promising benefits of learning community cannot be obtained without purposefulness of facilitation. The primary goal of this study is to see if activity theory is useful to analyze and explain the learning process in a digital learning community. The secondary agenda is to capture the conflicts or contradictions manifested in the activity system. Using data gathered from a group activity in a digital learning community, this study reveals how group process evolves within activity systems. This study also provides some implications for online facilitators based on the contradictions manifested while learning community members accomplish a common goal.

Citation

Choi, H. (2006). Analyzing Mediated-Action with Activity Theory in a Digital Learning Community. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1178-1185). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2019 from .

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