scholarly journals A Case Study of Pre-service English Teachersr Autonomous Learning in Practicum: the Activity Theory Perspective

2018 ◽  
Author(s):  
Qi Feng
Keyword(s):  
Activity Theory ◽  
Autonomous Learning

scholarly journals A framework to study learning in a complex learning environment

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Environment ◽  
Activity Theory ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Experience ◽  
Complex Learning ◽  
Complex Computer

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

scholarly journals A CHAT Approach to Understand Framing in Digital Service Innovation

2019 ◽  
Vol 1 (1) ◽  
pp. 3031-3040
Author(s):  
Nick Sturkenboom ◽  
Ehsan Baha ◽  
Rebecca Price ◽  
Maaike Kleinsmann ◽  
Dirk Snelders
Keyword(s):  
Reflective Practice ◽  
Activity Theory ◽  
Service Innovation ◽  
Third Wave ◽  
Design Practice ◽  
Digital Service ◽  
The Third ◽  
Activity Awareness ◽  
Cultural Historical Activity

AbstractWithin the third wave of digital service innovation, framing is becoming increasingly complex. Accordingly, design practice finds itself in a transition from designing single service solutions that are shared, to designing systemic solutions that are shareable. We report a case study in which we use Cultural Historical Activity Theory (CHAT) to analyze the framing process that a designer went through when designing a digital service for a Connected Care startup. Results show the importance of the designer's activity awareness and the challenge of dealing with relational complexity when framing the digital service innovation. With this work, we hope to inspire researchers and practitioners with the potential that CHAT has to offer for the reflective practice in digital service innovations.

scholarly journals The Evolution of Learner Autonomy in Online Environments: A Case Study in a New Zealand Context

2018 ◽  
pp. 71-85 ◽  
Author(s):  
Qunyan Maggie Zhong
Keyword(s):  
New Zealand ◽  
Critical Role ◽  
Learner Autonomy ◽  
Primary Objective ◽  
Autonomous Learning ◽  
Social Dimension ◽  
Wide Range ◽  
Learning Conditions ◽  
Online Environments

With the advent of technologies, language learners are faced with unprecedented opportunities and a wide range of alternatives to engage with in their self-directed learning. However, a review of the literature indicates that studies investigating how learner autonomy is shaped and reshaped in online learning environments are under-researched (Reinders & White, 2016). Using a case study method, the primary objective of this study is to examine how a learner engaged with technology-mediated environments to meet his learning needs and goals and how his autonomy evolved in online environments. A qualitative analysis of the interview data collected at two different timescales reveals new developments in the learner’s autonomous learning. Instead of using limited online materials, the learner became a critical user of multiple online sources. Additionally, the learning conditions he was exposed to in New Zealand fostered an interdependent and social dimension in his autonomous learning. By the end of this research study, he was also found to be more capable of regulating his self-directed study. The results corroborate the argument that the notion of learner autonomy is fluid and dynamic, suggesting that apart from psychological factors of the learner, environmental factors, e.g. the guidance from the teacher and learning conditions also play a critical role in the formation of different dimensions of learner autonomy.

scholarly journals How do we know whether there has been progress in teacher autonomy?

2008 ◽  
Vol 24 (spe) ◽  
pp. 577-599
Author(s):  
Terezinha Maria Sprenger
Keyword(s):  
Activity Theory ◽  
Teacher Autonomy ◽  
Online Course ◽  
Expansive Learning ◽  
Learning Framework ◽  
Classroom Materials ◽  
Expansion Model

This paper presents a case study to illustrate how activity theory (Leontiev 1978; Engeström 1987, 1999) and the expansive learning framework (Engeström 1987, 1999) were used to evaluate the development of teacher autonomy in an online course on preparing EFL classroom materials. It is assumed that the learning by expansion model is similar to conscientização (Freire 1980, 1982), a key element in the development of teacher autonomy, according to the perspective in the study.

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