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dc.contributor.authorPullenayegem, Judy
dc.contributor.authorDe Silva, Radhika
dc.contributor.authorJayatilleke, Gayathri
dc.contributor.editorPanda, Santosh
dc.coverage.spatialAsiaen_US
dc.date.accessioned2021-07-26T22:37:34Z
dc.date.available2021-07-26T22:37:34Z
dc.date.issued2021-07-20
dc.identifier.urihttp://hdl.handle.net/11599/3900
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 8; No 2
dc.relation.ispartofseriesJournal of Learning for Development;
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.subjectHybrid/Blended Learningen_US
dc.subjectOnline Learningen_US
dc.subjectOpen and Distance Learning (ODL)en_US
dc.subjectHigher Educationen_US
dc.titleContradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysisen_US
dc.typeArticleen_US
dc.coverage.placeNameSri Lankaen_US


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