Analysis of Contradictions in Online Collaborative Learning using Activity Theory as Analytical Framework

2014 ◽  
Vol 68 (2) ◽  
Author(s):  
Mohd Nihra Haruzuan Mohamad Said ◽  
Mike Forret ◽  
Chris Eames
Keyword(s):  
Collaborative Learning ◽  
Activity Theory ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Analytical Framework ◽  
Online Collaborative Learning ◽  
Additional Support

While previous studies have cited the benefits of incorporating online collaborative learning (OCL) in teaching and learning, there are also shortcomings of OCL that should not be ignored. This study aimed to investigate the constraints of incorporating OCL in a Malaysian tertiary classroom using Activity Theory as analytical framework. Activity Theory proved to be useful, particularly for OCL, because it provided a structure for identifying internal contradictions, also referred as tensions or constraints as result of interaction by the components of the OCL. Hence, the objectives of this paper are twofold: to identify constraints of OCL as perceived by students; and to investigate their suggestions or recommendations for improvement of OCL. The findings indicated two keys constraints: technology-related contradictions, which are related to desire for synchronous feedback in forum discussions, cut and paste and plagiarism of ideas, and other technological distractions; and group discussion contradictions. These refer to repetitive and mixed-up postings, clashes on topics of discussion, and discussions being too formal. Suggestions for improvement are reported by students regarding aspects of personalizing an online collaborative learning template; and providing additional support for collaborating online.

Online, Offline, and In-Between

2008 ◽  
pp. 1854-1865
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Learning Environments ◽  
Analytical Framework ◽  
Activity System ◽  
Online Collaborative Learning ◽  
Using Data ◽  
Complex Settings ◽  
Naturalistic Investigation

Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.

Online, Offline and In-Between

2005 ◽  
pp. 283-312 ◽  
Author(s):  
Aditya Johri
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Learning Environments ◽  
Analytical Framework ◽  
Activity System ◽  
Online Collaborative Learning ◽  
Using Data ◽  
Complex Settings ◽  
Naturalistic Investigation

Online collaborative learning is a situated activity that occurs in complex settings. This study proposes a sociocultural frame for theorizing, analyzing, and designing online collaborative- learning environments. The specific focus of this study is: learning as situated activity, activity theory as a theoretical lens, activity system as an analytical framework, and activity-guided design as a design framework for online learning environments. Using data gathered from a naturalistic investigation of a global online collaborative-learning site, this study reveals how these lenses and frameworks can be applied practically. The study also identifies the importance of design iterations for learning environments.

scholarly journals Using Activity Theory as Analytical Framework for Evaluating Contextual Online Collaborative Learning

2014 ◽  
Vol 9 (5) ◽  
pp. 54 ◽  
Author(s):  
Mohd Nihra Haruzuan Mohamad Said ◽  
Lokman Mohd Tahir ◽  
Mohd Fadzli Ali ◽  
Norah Md Noor ◽  
Noor Azean Atan ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Activity Theory ◽  
Analytical Framework ◽  
Online Collaborative Learning

Exploring Collaborative Learning for Programming Course to Enhance Students' Interest and Achievement

2019 ◽  
pp. 265-283
Author(s):  
Shafinah Farvin Packeer Mohamed
Keyword(s):  
Collaborative Learning ◽  
Focus Group ◽  
Teaching And Learning ◽  
Online Survey ◽  
Group Discussion ◽  
Pair Programming ◽  
Collaborative Approach ◽  
The Core ◽  
Programming Students ◽  
Core Subjects

As programming is one of the core subjects for BSc IT students, it is vital for them to have programming skill. However, students are often terrified of programming since it is a challenging subject. Traditionally, the programming teaching and learning process are limited to lectures and lab exercises. This approach is no longer appropriate in today's learning environment and required skills in the 21st century. Collaborative learning is acknowledged as an approach that fits the programming students. Thus, this chapter has adapted the collaborative approach in Programming 1 class. Three techniques were applied namely problem-based learning, buzz groups, and pair programming. At the end of the semester, an online survey to obtain students' opinions and a focus group discussion were conducted. In addition, the examination results of the repeaters were also compared. Results from the survey and focus group indicate that the collaborative approach is able to increase students' interest and the grade of the repeaters in the Programming 1 subject.

Thinking Out of a Bowl of Spaghetti

2004 ◽  
pp. 132-159 ◽  
Author(s):  
John M. Dirkx ◽  
Regina O. Smith
Keyword(s):  
Collaborative Learning ◽  
Group Dynamics ◽  
Small Groups ◽  
Teaching And Learning ◽  
Group Development ◽  
Learning Approaches ◽  
Online Groups ◽  
Online Collaborative Learning ◽  
Learning Programs ◽  
Exponential Rates

Online learning programs have been expanding at exponential rates. To help encourage the development of learning communities within these environments, practitioners and scholars are advocating more collaborative learning approaches. Yet, many students express reservations about learning in small groups, particularly online. In this chapter, we explore more deeply the nature of student ambivalence about online collaborative learning. Weaving the findings of case studies of online groups with research and theory in collaborative learning and group dynamics, we argue that students hold on to highly subjective and individualistic understandings of teaching and learning. These perspectives manifest themselves in their overall approach to group inquiry and decision making. To embrace a more interdependent and intersubjective perspective requires a paradigm shift among members with regard to teaching and learning, and a working through of the powerful emotional dynamics associated with group development. We conclude with suggestions for designing and facilitating online environments that addresses these issues.

Activity Theory to Guide Online Collaborative Learning Instructional Design

2012 ◽  
Vol 3 (2) ◽  
pp. 15-29 ◽  
Author(s):  
Siti Rosni Mohamad Yusoff ◽  
Nor Azan Mat Zin
Keyword(s):  
Social Learning ◽  
Collaborative Learning ◽  
Activity Theory ◽  
Knowledge Building ◽  
Learning Activity ◽  
Great Success ◽  
Online Collaborative Learning ◽  
Survey System ◽  
Learning Management ◽  
Descriptive Framework

Learning Management Systems (LMS) are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students’ knowledge building, team learning and sharing of knowledge among peers. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component’s contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System (LMS) called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.

scholarly journals Multi-dimensional trust between partners for international online collaborative learning in the Third Space

2019 ◽  
Vol 3 (1) ◽  
pp. 50-59
Author(s):  
Brett McCollum ◽  
Layne Morsch ◽  
Chantz Pinder ◽  
Isaiah Ripley ◽  
Darlene Skagen ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Language Development ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Third Space ◽  
Professional Experience ◽  
International Network ◽  
Shared Learning ◽  
Online Collaborative Learning ◽  
The Third

The International Network for Chemistry Language Development is a community of faculty and students that employ video conferencing technologies in collaborative learning experiences. Learners partner with an international peer at another university to complete online collaborative assignments (OCAs). OCAs focus on shared learning and professional experience rather than assessment of knowledge to practice chemistry communication in the oral, written, and symbolic domains. We present OCAs as an example of the Third Space, where control over interactions and learning is negotiated between unfamiliar remote students, empowering students as emerging experts. This digital Third Space results in the formation of trust (a) between student partners to prepare for—and contribute during—the OCAs, and (b) between students and faculty as partners in teaching and learning. Additionally, we report how revisions to the OCA design are achieved with current students as consultants and partners, and former students as co-researchers and co-designers.

Applicability of solitary model of information behavior in students’ collaborative learning assignments

2019 ◽  
Vol 120 (3/4) ◽  
pp. 190-207
Author(s):  
Faraja Ndumbaro ◽  
Stephen Mutula
Keyword(s):  
Collaborative Learning ◽  
Undergraduate Students ◽  
Information Seeking ◽  
Critical Incident ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Group Discussion ◽  
Information Behavior ◽  
Behavioral Patterns ◽  
Content Type

PurposeThis paper aims to present results of a study which examined students’ collaborative information behavior (CIB) in comparison with behavioral patterns illustrated in Wilson’s (1996) model of information behavior.Design/methodology/approachA total of six groups of undergraduate students; four from Sokoine University of Agriculture (SUA) and two from Ardhi University (ARU) were purposively selected. Data were collected using semi participant observation, critical incident interviews and focus group discussion methods.FindingsResults indicate that students’ CIB is mainly shaped by collaborative learning environment, learning tasks objectives and requirements. Despite its wider applicability in different domains and contexts, Wilson’s (1996) model is partially appropriate in modeling students’ group-based learning information behavioral activities. Person(s) in context and active and passive information seeking are aspects of the model which are observed to be relevant in students’ CIB.Practical implicationsThe study has implications on teaching and learning practices in higher learning institutions.Originality/valueThe study provides new insights on how students exhibit different information behavioral patterns during collaborative learning. The study fills a gap on how solitary models of information behavior can be used to model students’ information behavior in team-based learning.

scholarly journals Using Cultural Historical Activity Theory to understand how emerging technologies can mediate teaching and learning in a mathematics classroom: a review of literature

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Marjorie Sarah Kabuye Batiibwe
Keyword(s):  
Activity Theory ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Mathematics Classroom ◽  
Analytical Framework ◽  
Review Literature ◽  
Cultural Historical Activity Theory ◽  
Classroom Context ◽  
Historical Activity ◽  
Cultural Historical Activity

Abstract The purpose of this paper was to review literature on the Cultural Historical Activity Theory (CHAT) and how it has been used to understand the mediation between emerging technologies and teaching and learning in a mathematics classroom. Specifically, it aimed at understanding the genesis of CHAT and further analyzing the studies that have employed CHAT as an analytical framework for teaching and learning in a mathematics classroom context. Two major concerns arise out of this review. Firstly, CHAT has been synonymously used with Activity Theory, leaving one wondering what actually the difference between the two in terms of researchers’ conceptualization is. Secondly, although CHAT has been widely utilized in education research, scholarly articles that have employed it as their theoretical or analytical frameworks in a mathematics classroom context are still too few and yet still, the few that have utilized it have not exploited its maximum potential. The implications for this review for teachers in Uganda are active student engagement and creation of collaboration spaces for dialogue and interaction in the teaching and learning process.

scholarly journals Students’ experiences and perceptions of online collaborative learning in two Kenyan universities

2020 ◽  
Vol 4 (2) ◽  
pp. 138
Author(s):  
Caroline Kiarie ◽  
Benjamin Muindi
Keyword(s):  
Collaborative Learning ◽  
Teaching And Learning ◽  
Private University ◽  
University Teaching ◽  
Physical Interaction ◽  
Learning Tools ◽  
Learning Collaborative ◽  
Online Collaborative Learning ◽  
Creative Commons ◽  
Collaborative Learning Tools

Modern advancements in technology have diffused into the higher education sector with electronic communication platforms being used for learning in these institutions. While course instructors are utilizing these platforms in Kenyan universities, there is a dearth of evidence on students’ experiences and perceptions of online collaborative learning tools. As such, this study sought to establish the experiences and the perceptions students have of one of the tools, namely blogs, as a learning and collaborative tool. A questionnaire with both closed and open-ended questions was administered to 71 students from a public and a private university in the country. The findings indicate that blogging enhanced interaction among fellow students and instructors and encouraged students to research further outside the classroom. However, students also experienced challenges in blogging, such as a lack of adequate infrastructure and slow internet speed. The study recommends that instructors should adopt the use of collaborative learning tools as teaching and learning moves from physical interaction to online platforms. In addition, institutions should mitigate the challenges faced by the students. This is especially so considering that students have a positive perception towards online collaborative learning. Keywords: Online learning, Collaborative learning, Blogging, Students experiences, University teaching and learningHow to cite this article:Kiarie, C. & Muindi, B. 2020. Students’ experiences and perceptions of online collaborative learning in two Kenyan universities. Scholarship of Teaching and Learning in the South. 4(2): 138-159. https://doi.org/10.36615/sotls.v4i2.130.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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