Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis

This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity...

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Autores principales:	Judy Pullenayegem, Radhika De Silva, Gayathri Jayatilleke
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	activity theory contradictions advanced writing skills open and distance learning blended learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/af92e4d993ac4fb28c08d7dc84ace234
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id	oai:doaj.org-article:af92e4d993ac4fb28c08d7dc84ace234
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spelling	oai:doaj.org-article:af92e4d993ac4fb28c08d7dc84ace2342021-12-02T19:06:04ZContradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis2311-1550https://doaj.org/article/af92e4d993ac4fb28c08d7dc84ace2342021-07-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/496https://doaj.org/toc/2311-1550This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course. Judy PullenayegemRadhika De SilvaGayathri JayatillekeCommonwealth of Learningarticleactivity theorycontradictionsadvanced writing skillsopen and distance learningblended learningTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 2, Pp 327-345 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	activity theory contradictions advanced writing skills open and distance learning blended learning Theory and practice of education LB5-3640
spellingShingle	activity theory contradictions advanced writing skills open and distance learning blended learning Theory and practice of education LB5-3640 Judy Pullenayegem Radhika De Silva Gayathri Jayatilleke Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
description	This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
format	article
author	Judy Pullenayegem Radhika De Silva Gayathri Jayatilleke
author_facet	Judy Pullenayegem Radhika De Silva Gayathri Jayatilleke
author_sort	Judy Pullenayegem
title	Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
title_short	Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
title_full	Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
title_fullStr	Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
title_full_unstemmed	Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
title_sort	contradictions in learner interactions in a blended-learning writing course in the odl context: an activity theory analysis
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/af92e4d993ac4fb28c08d7dc84ace234
work_keys_str_mv	AT judypullenayegem contradictionsinlearnerinteractionsinablendedlearningwritingcourseintheodlcontextanactivitytheoryanalysis AT radhikadesilva contradictionsinlearnerinteractionsinablendedlearningwritingcourseintheodlcontextanactivitytheoryanalysis AT gayathrijayatilleke contradictionsinlearnerinteractionsinablendedlearningwritingcourseintheodlcontextanactivitytheoryanalysis
_version_	1718377170399657984

Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis

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