PROPOSING THE THIRD GENERATION OF AN ALIGNED ACTIVITY SYSTEM AS A THEORETICAL FRAMEWORK IN BLENDED LEARNING RESEARCH

Authors

  • Mohd Fadzli Ali Faculty of Education, Universiti Teknologi Malaysia,81310 UTM Johor Bahru, Johor, Malaysia
  • Gordon Joyes School of Education, University of Nottingham, Jubilee Campus, Wollaton Rd, Nottingham NG8 1BB, United Kingdom
  • Linda Ellison School of Education, University of Nottingham, Jubilee Campus, Wollaton Rd, Nottingham NG8 1BB, United Kingdom

DOI:

https://doi.org/10.11113/jt.v75.5044

Keywords:

Activity theory, blended learning, constructive alignment

Abstract

Many international researchers across various disciplines have adopted the use of activity theory in interactive digital media research, namely blended learning research. Activity theory has been widely applied into various educational fields such as understanding language, learning mathematics, and developing systems of Computer-Supported Collaborative Learning (CSCL) features. Researchers should consider using the third generation of activity system to develop a theoretical framework for the study of blended learning as it could provide important insights into both online and classroom activities. This paper suggests the development of a theoretical framework for blended learning research by integrating the third generation of activity system (Engeström, 1999), the concept of sub-triangles within each activity system (Jenlink, 2001) and the concept of constructive alignment (Biggs, 1999).

References

Bannon, L. 2007. Activity Theory. University of Limerick, Ireland.

Biggs, J. 1999. Teaching for Quality Learning at University. Buckingham: SRHE and Open University Press.

Conole, G., M. Oliver and K. Isroff. 2004. Addressing Methodological Issues in e-learning Research.In S. Banks, P. Goodyear, V. Hodgson, C. Jones, V. Lally, D. McConnell and C. Steeples (eds.).Proceedings of the Fourth International Conference on Networked Learning. Lancaster: Lancaster University and University of Sheffield.

Dyke, M., G. Conole, A. Ravenscroft and S. Freitas. 2007. Learning Theory and Its Application to e-learning.In G. Conole and M. Oliver. Contemporary Perspectives in e-Learning Research: Themes, Methods and Impact on Practice. London: Routledge.

Engestrom, M.Y. 1987. An Activity-Theoretical Approach to Developmental Research. Second Edition. Learning by Expanding.

Engeström, M.Y. 1999. Expansive Visibilization of Work: An Activity-Theoretical Perspective. Computer Supported Cooperative Work (CSCW). 8(1-2): 63-93.

Engeström, M.Y. 2001. Expansive Learning at Work: Towards an Activity Theoretical Reconceptualization. Journal of Education and Work. 14(1): 133-156.

Jenlink, P.M. 2001. Activity Theory and the Design of Educational Systems: Examining the Mediational Importance of Conversation. Systems Research and Behavioral Science. 18: 345-359.

Kaptelinin, V., B.A. Nardi and C. Macaulay. 1999. The Activity Checklist: A Tool for Representing the Space of Context. Interactions Magazine. 6(4): 27-39.

Leont’ev, A.N. 1978. Activity, Consciousness and Personality. Englewood Cliffs, NJ: Prentice-Hall.

Morrison, D. 2003. Using Activity Theory to Design Constructivist Online Learning Environments for Higher Order Thinking: A Retrospective Analysis. Canadian Journal of Learning and Technology. 29(3).

Nardi, B.A. 1986. Context and Consciousness: Activity Theory and Human-Computer Interaction. Cambridge, MA: The MIT Press.

Sandars, J. 2005. An Activity Theory Perspective. Work based Learning in Primary Care. 3(3): 191-201.

Uden, L., P. Valderas and O. Pastor. 2008. An Activity-Theory-based Model to Analyse Web Application Requirements. Information Research. 13(2).

Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.

Vygotsky, L.S. 1986. Thought and Language. Cambridge, MA: MIT Press.

Wertsch, J.V. 1991. Voices of The Mind: Sociocultural Approach to Mediated Action. Cambridge, MA: Harvard University Press.

Downloads

Published

2015-07-29

Issue

Section

Science and Engineering

How to Cite

PROPOSING THE THIRD GENERATION OF AN ALIGNED ACTIVITY SYSTEM AS A THEORETICAL FRAMEWORK IN BLENDED LEARNING RESEARCH. (2015). Jurnal Teknologi (Sciences & Engineering), 75(3). https://doi.org/10.11113/jt.v75.5044