Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis

Open Praxis ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 469
Author(s):  
Judy Corinne Noeline Pullenayegem ◽  
K. Radhika M. De Silva ◽  
Buddhini Gayathri Jayatilleke
Keyword(s):  
Activity Theory ◽  
Process Approach ◽  
Learning Context ◽  
Theory Analysis ◽  
Learner Engagement ◽  
Distance Learner ◽  
Log Files ◽  
Writing Course ◽  
Open And Distance Learning ◽  
Theory Framework

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

An Activity Theory Analysis of Search & Rescue Collective Sensemaking and Planning Practices

2021 ◽  
Author(s):  
Sultan A. Alharthi ◽  
Nicolas James LaLone ◽  
Hitesh Nidhi Sharma ◽  
Igor Dolgov ◽  
Z O. Toups
Keyword(s):  
Activity Theory ◽  
Theory Analysis ◽  
Collective Sensemaking

Undergraduate Researcher Stories: Insights for Mentoring in an Open and Distance Learning Context

2021 ◽  
pp. 002205742110325
Author(s):  
Radhika De Silva ◽  
Dinali Devendra
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Research Experience ◽  
Learning Context ◽  
Qualitative Research Design ◽  
Bachelor Of Arts ◽  
Open And Distance Learning ◽  
Academic Year ◽  
Purposive Sample ◽  
Firsthand Experience

Research is a requisite for most of the undergraduate honors degrees offered by universities worldwide and these undergraduates are expected to submit a dissertation based on their research. Given the new demands of this independent component of learning, it is important to understand the challenges faced by students and the strategies that they employ in successfully navigating the various components of this process. This knowledge is useful to mentors and course developers as it provides insights about the firsthand experience of the students. The present study used a qualitative research design to investigate the research experience of a purposive sample of undergraduates who completed their Bachelor of Arts Honors in English and English Language Teaching in an open and distance university in Sri Lanka in the academic year 2017/2018. The responses from 12 undergraduates in the form of written stories were coded and analyzed thematically. The study revealed areas which need attention by mentors, faculty, and universities, especially those in open and distance contexts, when providing support to novice researchers.

scholarly journals Cyber victimization within the Routine Activity Theory Framework in the Digital Age

2022 ◽  
Vol 40 (1) ◽  
pp. 265-291
Author(s):  
Solbey Morillo Puente ◽  
Iván Neftalí Ríos Hernández
Keyword(s):  
Activity Theory ◽  
Significant Influence ◽  
Digital Age ◽  
Routine Activities ◽  
Routine Activity Theory ◽  
Educational Policies ◽  
Routine Activity ◽  
Cyber Victimization ◽  
Victimization Questionnaire ◽  
Theory Framework

This quantitative-based research determined whether the routine activity theory influences cyber victimization. To measure the dimensions of the theory, defined as exposure to a motivated offender, suitable online target, and absence of a capable guardian, a valid and reliable questionnaire was used. The cyber victimization questionnaire developed by Álvarez-García, Dobarro, and Núñez was applied to 1,285 students selected at random from schools in Colombia. Findings: 46% are identified as exposed to a motivated offender, 37.5% are suitable online targets, and 29.8% have no capable guardians. The interdependence of these three elements revealed that 3.9% of students are at risk due to their routine activities, which had a significant influence on cyber victimization. It is proposed that these findings should be considered in the design of communicative and educational policies aimed at a responsible use of technologies.

Project-based language learning: an activity theory analysis

2013 ◽  
Vol 8 (2) ◽  
pp. 171-189 ◽  
Author(s):  
Marina Gibbes ◽  
Lorna Carson
Keyword(s):  
Language Learning ◽  
Activity Theory ◽  
Theory Analysis
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