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Using activity theory as analytical framework for evaluating contextual online collaborative learning

Mohamad Said, Mohd. Nihra Haruzuan and Mohd. Tahir, Lokman and Ali, Mohd. Fadzli and Md. Noor, Norah and Atan, Noor Azean and Abdullah, Zaleha (2014) Using activity theory as analytical framework for evaluating contextual online collaborative learning. International Journal of Emerging Technologies in Learning, 9 (5). pp. 54-59. ISSN 1868-8799

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Official URL: http://dx.doi.org/10.3991/ijet.v9i5.3972

Abstract

In this article, Activity Theory is used as analytical framework for developing and evaluating the model of contextual online collaborative learning. Activity Theory is useful particularly because it provided the researcher with tool to structure human activities in relation to computer within a context. As in the context of this study, Activity Theory proved to be useful for developing and evaluating the incorporation of online collaborative learning within a particular chosen context, i.e. conventional tertiary classroom. Discussions on findings based on the analysis of contextual online collaborative learning are also provided.

Item Type:Article
Uncontrolled Keywords:activity theory, online collaborative learning
Subjects:L Education > LB Theory and practice of education
Divisions:Education
ID Code:63184
Deposited By: Siti Nor Hashidah Zakaria
Deposited On:15 Jun 2017 10:27
Last Modified:15 Jun 2017 10:27

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