Concluding Remarks

Abstract

I began this book with the intent to introduce Cultural Historical Activity Theory (CHAT) and activity systems analysis to researchers and practitioners interested in studying complex learning environments. Following this intent in Chap. 1, I attempted to highlight the benefits that activity systems analysis brings to the study of complex learning environments. I then presented in Chap. 2 background information on Vygotsky’s work and the work of post-Vygotskian CHAT scholars. I addressed criticisms against activity systems analysis while discussing the challenges related to conducting investigations from a nondualist perspective in Chap. 3. In Chap. 4, I presented seven examples of studies that relied on activity systems analysis to examine complex learning environments. Chapter 5 provided an overview of general qualitative research methodologies that are critical for conducting a sound study using activity systems analysis. When appropriate, in Chap. 5 I referred to examples included in Chap. 4. Finally in Chap. 6, I presented one of my own in-depth CHAT-based comparative case studies and shared background information, data collection methods and instruments, sample data sets, and the findings for readers to examine the research design, data collection, and data analysis processes. Much of what I presented in Chap. 6 addressed the methodological issues introduced in Chap. 5. In this chapter, I will summarize the main ideas introduced in this book and provide suggestions for researchers and practitioners regarding where to go from here with their own investigations using activity systems analysis.