Sage without a Stage: Expanding the Object of Teaching in a Web-Based, High-School Classroom
This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers’ activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an orga...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | EN |
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Athabasca University Press
2009
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| Acceso en línea: | https://doaj.org/article/7105f5d6ce2b42f68d05f0c9fda5397a |
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| Sumario: | This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers’ activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an organization responsible for the design and delivery of high-school distance education in the province of Newfoundland and Labrador, Canada. As well, the authors conducted a second round of interviews with 12 of the 13 teachers. Findings revealed that the traditional metaphor of teacher as ‘sage on the stage’ ceased to have a reference point in the distributed online classroom. The e-teachers were widening the object of their activity to include less teacher-centered forms of learning that involved more student independence. |
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