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

• المؤلفون الرئيسيون: Mohamad Said, Mohd. Nihra Haruzuan, Mohd. Tahir, Lokman, Ali, Mohd. Fadzli, Md. Noor, Norah, Atan, Noor Azean, Abdullah, Zaleha
• التنسيق: مقال
• منشور في: Kassel University Press GmbH 2014
• الموضوعات: LB Theory and practice of education
• الوصول للمادة أونلاين: http://eprints.utm.my/id/eprint/63184/; http://dx.doi.org/10.3991/ijet.v9i5.3972

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.