Skip to main content

The Application of Activity Theory in Identifying Contradictions in a University Blended Learning Course

  • Chapter
Activity Theory in Education

Abstract

Engeström identifies three generations of Activity Theory (Engeström, 2001). Vygotsky’s mediated action triangle is the first generation of Activity Theory. The following figure represents Vygotsky’s basic mediated action.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Similar content being viewed by others

References

  • Barab, S. A., Evans, M. A., & Baek, E. O. (2004). Activity Theory as a lens for characterizing the participatory unit. In D. H. Jonassen (Ed.), Handbook of research on educational communities and technology (pp. 199–214). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. High Educ, 58, 563–584.

    Article  Google Scholar 

  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Konsultit.

    Google Scholar 

  • Engeström, Y. (2001). Expansive learning at work: Toward an activity-theoretical conceptualization. Journal of Education and Work, 14(1), 133–156.

    Article  Google Scholar 

  • Engeström, Y., & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen, & R. L. Punamäki (Eds.), Perspectives on activity theory (pp. 1–18). Cambridge, England: Cambridge University Press.

    Chapter  Google Scholar 

  • Freiermuth, M. R. (2001). Native speakers or non-native speakers: Who has the floor? Online and face-to-face interaction in culturally mixed small groups. Computer Assisted Language Learning, 14(2), 169–199.

    Article  Google Scholar 

  • Gedera, D. S. P. (2014). Mediational engagement in e-learning: An Activity Theory analysis (Unpublished doctoral thesis).The University of Waikato, Hamilton, New Zealand.

    Google Scholar 

  • Greenhow, C., & Belbas, B. (2007). Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education. Computer-Supported Collaboraive Learning, 2(4), 363–391.

    Article  Google Scholar 

  • Jonassen, D. H., & Murphy, L. R. (1999). Activity Theory as a framework for designing constructivist learning environments. Educational Technology, 47(1), 1042–1629.

    Google Scholar 

  • Kuutti, K. (1996). Activity Theory as a potential framework for human computer interaction research. In B. Nardi (Ed.), Context and consciousness: Activity Theory and human computer interaction (pp. 17–44). Cambridge, MA: MIT Press.

    Google Scholar 

  • Leont’ev, A. N. (1981). Problems of the development of mind. Moscow, Russia: Progress.

    Google Scholar 

  • Lim, C. P. (2002). A theoretical frame for the study of ICT in schools: A proposal. British Journal of Educational Technology, 33(4), 411–421.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society. Cambridge, England: Harvard University Press.

    Google Scholar 

  • Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. Calico Journal, 13, 7–26.

    Google Scholar 

  • Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments. New York, NY: Springer.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Dilani S. P. Gedera P. John Williams

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Gedera, D.S.P. (2016). The Application of Activity Theory in Identifying Contradictions in a University Blended Learning Course. In: Gedera, D.S.P., Williams, P.J. (eds) Activity Theory in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-387-2_4

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-387-2_4

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-387-2

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics