Rules, roles and tools: Activity theory and the comparative study of e‐learning

Abstract

Activity theory (AT) is a powerful tool for investigating 'artefacts in use', ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro-(strategy, policy, 'campus-wide' solutions) and the micro-organisational levels (everyday working practice, iterative change, individual adaptation). In AT, contexts are conceived of as activity systems in which human, technological and organisational elements are interrelated and largely inseparable. Both the subjects of the activity system (internal) and the wider community (external) mediate their activities through tools, rules and roles. This paper shows how a course management system (CMS) exerts an influence over all three of these mediators, though the exact nature of this influence depends on the particular configuration of each activity system. This is illustrated with reference to two case study programmes, both of which used Moodle as their CMS, but which had activity systems structured in quite different ways; the programmes also had different relationships with their external organisational environment.

Using activity theory and its principle of contradictions to guide research in educational technology

“…AT also supports a focus on multiple interacting activity systems (e.g., Benson et al, 2008;Lim & Hang, 2003). In an AT study of the integration of technology in schools, Lim and Hang found that the effective integration of technology requires a focus on activity systems beyond those of single classrooms.…”

“…AT allows for a focus at the level of individual teacher practices but also at the broader organisational level, as Benson et al (2008) highlight in their study of online programs: "AT reveals the interfaces between e-learning at the macro (strategy, policy, 'campus wide' solutions) and the micro-organisational levels (everyday working practice, iterative change, individual adaptation)" (p. 456). AT also supports a focus on multiple interacting activity systems (e.g., Benson et al, 2008;Lim & Hang, 2003).…”

The Effect of Computer Technology on Learning in a Multilinguistic Language Class

“…Increasing numbers of higher education institutions are making use of electronic assessments as a result of both the growing number of student enrolment and the lack of personnel (Brink & Lautenbach, 2011). Benson et al (2008) highlight the fact that e-assessment is based on the same principles and strategies for assessment as traditional assessment with the same principles of flexibility, validity and fairness also applying in e-assessment.…”

“…Mwanza's eight-step model is used to guide the analysis of an inquiry (Benson, Lawler & Whitworth, 2008: The activity triangle as applied to this study 1.6.3 The use of computer technology in the classroom A short history of technology and language learning will be provided to give a brief overview of the way in which the use of technology in language learning has evolved:…”

Using videoconferencing in a school-scientist partnership: students’ perceptions and scientists’ challenges

“…While not applying the framework in its entirety, the study drew on the principles of tool mediation and contradiction (or tension Á Dippe 2006;and resistance Á Lim and Hang 2003), to investigate why attempts to engage students more interactively in the workshops and labs, and move teaching practice towards more constructive, student-centred pedagogical models, were largely unsuccessful. Activity Theory has been frequently used to examine the mediating influence of technologies on environments, systems and programmes (Benson, Lawler, and Whitworth 2008;Hardman 2005;Lim and Hang 2003;Rodriguez-Manzanares 2007, 2008). However, as Lim and Hang (2003) comment, its potential is much wider than this, allowing ''one to observe the actual processes by which activities shape and are shaped by their context'' (p. 51).…”