Digital Learning across Cultures: An Account of Activity Theory

Autor/inn/en	Guo, Karen; Bussey, Francesca; Adachi, Chie
Titel	Digital Learning across Cultures: An Account of Activity Theory
Quelle	In: Intercultural Education, 31 (2020) 4, S.447-461 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Karen) ORCID (Adachi, Chie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1747259
Schlagwörter	Foreign Countries; Universities; International Cooperation; Intercollegiate Cooperation; Electronic Learning; Technology Uses in Education; Online Courses; Undergraduate Students; Cooperative Learning; Teacher Collaboration; College Faculty; Student Participation; Networks; Australia; Singapore + Suchen Sie Ihr Suchwort? Ausland; University; Universität; Internationale Kooperation; Internationale Zusammenarbeit; Hochschulkooperation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Kooperatives Lernen; Lehrerkooperation; Fakultät; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Australien; Singapur
Abstract	This paper explores a teaching and learning process as it unfolds in an online offshore classroom. The paper reports on teaching and learning narratives distilled from different cultures, namely the cultures of educators and students in the context of digital learning environments. Drawing on activity theory as a conceptual framework to analyse the narrative, we employ self-study as a methodological tool for capturing the dynamism and complexities that unravel in intercultural and technology-enabled teaching activities. The framework explores the relationships, tensions and opportunities of diverse activity elements that constitute the design and delivery of digital pedagogies. In the networked intercultural system, sustaining the position of activity elements and the specific relational circuit that they institutionalise is a key task for understanding digital technologies as an influential tool for effective learning and teaching practices. We argue that seeing the digital platform from the perspective of its role in creating dynamic interrelationships in a complex activity system is one way to move beyond the cultural confines of any particular element in the system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01