Activity Theory Framework Research Articles

An application of activity theory to the “problem of e-books”

The “problem of e-books” is defined as the difficulty improving the adoption rates of e-books by students. The adoption rates of e-books for academic use remain low, and research into the reasons for this have resulted in inconclusive findings. Factors such as student perception, and variations in experimental methodology and technology, contribute to difficulties in generalising findings and establishing conclusive causes for this problem. To better understand the causal factors for low adoption rates and the student's experience with ereaders and digital text, an investigation was conducted by the lead researcher as a student enrolled in a postgraduate course. The experiment was designed using e-book and digital text documents on an ereader for academic study and the results analysed with the framework of Activity Theory. This methodology allowed exploration of the problem within the authentic experience of a student to examine the effects of this social environment on ereader and e-book use.Analysis of the work domain was conducted and a comparative assessment of the observed effect of using the digital documents on an ereader compared with the paper book. Findings show that attempts to apply self-regulation and metacognitive learning techniques within the activity using the ereader were abandoned due to breakdowns in operations, and that this resulted in a perceived lower quality of achievement. The effect on the processes used by the student were extreme and were observed to be highly dependent on the student's use of specific learning strategies. The experimental methodology employed in this investigation enabled identification of the role of the social environment in the use of course documents on an ereader for academic study. The functionality of the ereader was such an extremely poor fit with the observed academic processes that a redesign approach for ereader and e-book technology is proposed as a solution to the low adoption rates of e-books.

Insights on Collaborative Design Research: A Scoping Review

This article proposes a deep dive into the definitions and distinctive features of collaborative design to encourage a more precise use of the expression among design researchers and practitioners. Using a scoping review process, the article uses 75 peer-reviewed publications to find answers that identify and categorize its most fundamental features. Detailed keyword searches led to the emergence of more than 40 distinctive features. We use the activity theory framework to support the analysis of such a large amount of information. After presenting in detail the main features of collaborative design, the discussion presents three contradictions that may have hindered our collective interpretation of that team dynamic, and isolated research results from impacting authentic work practices.

Getting outside the box: exploring role fluidity in interprofessional student groups through the lens of activity theory.

Health professionals' roles and scopes often overlap, creating a need for role clarity in interprofessional teamwork. Yet, such clarity does not mean roles are fixed within teams and some literature suggests role flexibility can enhance team functioning. Interprofessional practice competencies and learning activities often emphasize knowledge and definition of roles, but rarely attend to the dynamic nature of roles and influential contextual factors. This study explores role fluidity in interprofessional student groups using an activity theory framework. Using a collective instrumental case study approach, the authors examine the fluidity of one physical therapy (PT) student's role within 3 different interprofessional (medical, pharmacy, PT) student groups completing nursing home patient care plans. Field notes, group debriefing interviews, and care plans were collected and coded from all care planning sessions. Codes mapped to group-specific activity systems that compared role-influencing interactions and tensions. The PT student's role fluidity varied in each group's activity system, influenced primarily by system tensions from implicit rules (e.g., encouraging questions), division of labor (e.g., rigid profession-based task assignment), and tool use (e.g., computers). Attention to modifiable system elements, such as tool use and explicit rules of inclusivity, could foster role fluidity and improve interprofessional teamwork and learning environments.

The complementarity of formative intervention research, action research and action learning

ABSTRACT Background This article focuses on the complementarity between formative interventions research conducted within the framework of cultural historical activity theory, action research and learning, as well as how this complementarity influences the researcher’s role. Purpose The study suggests how action research, learning and formative interventions can be complementary in educational research and, furthermore, how this complementarity can challenge and expand the researcher’s role when supporting and researching school development processes. Sources of evidence A previously conducted study is presented as an example. The analysis of the researcher’s role is based on observations, interviews, reflection conversations and questionnaires focusing on the arenas in which the researcher acted. Main argument The paper argues that the researcher’s role in educational research should be expanded, combining the researcher’s role both in action research and in formative interventions. The example study shows that researchers must engage with teachers in their teaching and support them in their daily practice, thus helping them to apply new knowledge to practical situations in order to develop their practice. Conclusions Complementarity between action research, action learning and formative interventions aligns the processes at the classroom and system levels, leading to school development.

RETRACTED ARTICLE: Risk Factors of Cyberbullying Perpetration Among School-Aged Children Across 41 Countries: a Perspective of Routine Activity Theory

Cyberbullying perpetration among school-aged children could have negative public health implications worldwide. The present study used a routine activity theory framework to conceptualize and investigate potential risk and protective factors for cyberbullying perpetration across countries and World Health Organization (WHO) regions. The study used a 2013–2014 cross-sectional sample of 214,808 school-aged children from 41 countries/WHO regions. The sample came from the Health Behavior in School-aged Children (HBSC) survey. Applying weighted least squares tegression, the study explored whether cyberbullying perpetration was associated with various routine activities across different cultures. Findings supported predictions suggested by the routine activity theory. Regression models found that family activities were a protective factor buffering the risk of cyberbullying perpetration among school-aged children. In addition, greater involvement with certain peer and solitary activities increased the likelihood of cyberbullying behaviors. The routine activity theory seems to be a viable theoretical framework for understanding risk and protective factors associated with cyberbullying perpetration among a large internationally representative sample. Across many countries, cyberbullying perpetration shares potential risk factors among school-aged children.

What makes difficult decisions so difficult?: An activity theory analysis of decision making for physicians treating children with medical complexity

ObjectiveShared Decision-Making (SDM) has been advocated as an ideal model of decision-making in the medical encounter. Much of the research into SDM has focused on measuring if SDM is happening, or facilitating SDM by developing specific models and tools. Understanding SDM as an activity in context, has remained mostly absent from the research. This study sought to garner details on the actions, judgements and motives that comprise the activity of making a decision, in the context of a shared process between physicians and families of Children with Medical Complexity (CMC). Methods11 physicians who treat CMC were interviewed. Activity Theory framework was employed to understand the complexity of the decision-making process in context. ResultsAmbiguous information, conflicting rules, and beliefs on roles all contribute to the difficulty of decision-making. A decision is achieved by allocating the decision to one party. ConclusionLack of tools, rules or beliefs that would assist sharing the decision between the physician and patient/family, contributes to the need to allocate the decision to one party. Practice ImplicationIn developing SDM policies and tools, one must consider all aspects of the SDM activity system, and how they influence each other and the activity as a whole.

Premises and Promises for Expansive Learning in Teacher Education

The study presented in the article focused on school-based development in lower secondary schools in Norway. School-based development represents a new practice not only for school leaders and teachers but also for teacher educators, who should assist schools in their development processes. The study was conducted within the framework of cultural historical activity theory (CHAT). The aim of the project was twofold: to develop teaching practice in schools and also to evolve the teaching in the participating teacher education institutions. The problem formulation for the article is the following: How does teacher educators’ collaboration with schools contribute to learning in their own institutions? The purpose of the study was to find out how the teacher education institutions’ participation influenced the activity within the institutions and what factors could impede or support teacher educators’ actions and learning, and even expansive learning. Expansive learning means that a new collective practice or activity is developed in the institution. To answer the research question, a collective case study was conducted to understand the premises and promises for expansive learning in teacher education. The study found “Organizing of the work at the institutions,” “Teacher educators’ experiences and learning,” “Teacher educators as researchers,” and “Leadership and change” to be central categories that can describe teacher educators’ work and its premises and promises. The study concludes that leadership at the institutions is the main factor that can impede or enhance expansive learning and thus institutional development, and that an interplay between content, culture, and structure is necessary for expansive learning in teacher education.

University of Guyana Library Quality Assurance Framework: A Proposal

Quality Assurance (QA) in higher education is the process by which university academic programmes are assessed and evaluated against specific criteria. Quality assurance mechanism adopted by the University of Guyana (UG) will ultimately affect the University of Guyana Library (UGL) which is an integral part of the academic culture. Academic libraries are pressured to align quality initiatives and practices with the parent institution’s missions and goals. This research has developed a proposed QA Framework for the UGL with an emphasis on human resources and technology. Cultural-Historical Activity Theory (CHAT) Framework and the Institutional Theory was used to provide the theoretical foundation for the framework. The CHAT was used to design a framework that comprised six categories/nodes:- i) Tools/Instruments - Resources/Technology Availability; ii) Subject - Professional Staff Capability; iii) Rules/Control - Professional Library Standards; iv) Context - Loose/tight coupling with the University; v) Communication/Interaction - professionals, students, technology and; vi) Object/Quality of Knowledge produced/disseminated. The three major components of the Institutional Theory of isomorphic processes: coercive, mimetic, and normative were used to explain the six components/categories that form the six nodes of the framework. Using the interviewing schedules, information was acquired from former and current UGL library professionals, UG faculty and students on some aspects of the human and technological components of the UGL. The qualitative data was transformed into statistical data to derive the mean scores from the 15 respondents and to determine whether there were correlations between five nodes and the sixth node. Pearson’s correlation was used to determine if a significant relationship exists between the groups. The results showed that the independent variables loose/tight coupling has a positive relationship with the dependent variable (generation and dissemination of knowledge). This implies that the ability of the UG Library professionals to generate and disseminate knowledge has a direct relation to loose/tight coupling. Arising out of the quantitative analysis this QA Framework Proposal was developed as a guide to the UG Library.

Technology-Mediated Writing: Exploring Incoming Graduate Students’ L2 Writing Strategies with Activity Theory

Abstract Despite the sizable body of research investigating L2 learners’ technology use and/or digital composition practices, scholars have noted that such studies have been predominately researcher-led intervention studies as opposed to descriptive, qualitative accounts that investigate learner-initiated technology use. To better understand existing learner practices surrounding digital composition, this study uses a case study design to explore two, Chinese L2 English writers as they compose assignments during their first semesters as doctoral students in an Applied Linguistics and Teacher Education program, respectively. An Activity Theory (Engestrom, 1987, 1999) framework is utilized to investigate students’ writing strategies in general, but particular emphasis is given to writers’ personal, artifact/tool-mediated uses of technology to assist in their writing. Data sources consist of: artifacts such as course syllabi and students’ writings; process logs; screen-recordings of students’ real-time writing; and also, semi-structured interviews and stimulated recalls. Findings show that students’ writing processes were influenced by numerous factors, which were rule-, community-, and artifact-mediated. The artifact-mediated strategies are discussed in relation to three categories that emerged from the data, including: (1) multimodal strategies; (2) tool-mediated strategies for content development; and (3) tool-mediated strategies for language development. Pedagogical implications of writerso artifact-mediated strategies involving technological tools are discussed.

Вступительное слово

In 2020 the scientific communities in Russia and around the world celebrate the 90th anniversary of the birth of Vasily V. Davydov, professor, member of the Russian Academy of Education, an outstanding researcher who worked within the framework of cultural-historical psychology and activity theory and created his own system of developmental learning. The journal Psychological Science and Education marks this anniversary with two topical issues that explore the current state and future research perspectives of V.V. Davydov’s scientific school. The materials published in these issues present outcomes of various research works carried out by Davydov’s closest disciples and followers. The deep and pressing problems raised in these works prove that a wide discussion of the key ideas and concepts of professor Davydov’s school of thought still determines the search for effective mechanisms and conditions of child development in teaching/learning that promote the abilities that allow one to live and act in the face of new risks and social transformations.

Development of an activity theory-based framework for the analysis and design of socio-technical systems

The design of socio-technical systems is a challenging task due to diverse stakeholders and complex processes that have to be mapped into software. Following a socio-technical approach for information system analysis and design results in more user-friendly systems accompanying various benefits for associated stakeholders. However, there is a lack of theories and methods which consider technical, social and organisational factors. Researchers recommended activity theory as a rich framework to study socio-technical systems. While the benefits trigger increased use of activity theory, there seems to be a shared heritage of disadvantages linked to its nature and hence its application. This article introduces a novel conceptual activity theory framework to resolve these problems and evaluates it within a case study in the context of innovation management. For the development of the framework a design science research methodology approach is followed.

Experimental Review Of Mobile Learning Technology Research Activity Theory Framework: 2014 – 2019

In that study, we thoroughly reviewed the pilot cell discipline studies posted of 2014–2019. Moreover, the activity theory framework was adopted in imitation of inspect the insights then trends on cellular learning. That is, the dimension about context, tools, control, communication, topics and objectives have been busy according to analyze the studies. It was once determined so close empirical cellular learning research eager college students between real-world contexts, then the activities were carried out primarily based of the existing faculty curriculums. This potential that researchers yet faculty teachers pointed out the charge concerning situating students into significant study via assisting them link as that had learned from the textbooks in imitation of real-world scenarios and daily life environments. In the meantime, the research frequently worried the college students of actively the usage of cellular structures with verbal exchange facilities according to gather potential through interacting together with peers, events, yet unique real-world education pursuits within the environment. On certain hand, many researchers proposed according to promote students' motivation; of the ignoble hand, those anticipated according to observe more on where the learners, particularly novices yet low-achievement students, had done now staring at theirs previous interactions. Even so, that was found as cellular gadgets had been viewed a important road on permitting students after accumulate self-learning materials instead than solely intercession lesson throughout contexts. As the contemporary research execute remain regarded in accordance with incorporate blended instead than purely selfpaced learning, at that place is nonetheless a extensive space because cellular learning development or development.

THE AFFORDANCES OF THE FLIPPED CLASSROOM APPROACH IN ENGLISH GRAMMAR INSTRUCTION

Recently, the flipped classroom instructional approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Vietnam, teaching English grammar has mainly focused on students’ acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances perceived by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students’ learning. The qualitative research design was adopted in the study. Thirty-four students majoring in the English language at a university in Vietnam attended a 10-week flipped grammar class. The instruments include semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Vietnam.

Mapping coupled open innovation processes from Activity Theory framework

Organisations have started to adopt open innovation processes to supplement their internal competencies and resources. Adoption of these processes assist them in keeping up with the pace of technology and protecting their competitive advantage in the market. Despite the significance of open innovation processes, there are few studies focusing on them. The purpose of this study is mapping coupled open innovation processes to contribute to the field of open innovation. The case study research was set up to explore how organisations undertake coupled open innovation processes from the perspective of employees working in a small-medium sized enterprise. The Activity Theory was used as a research framework. The research findings revealed how the importing and exporting mechanisms of coupled processes. The findings are discussed to fill the knowledge gaps in the existing literature and help design management academia and practice identify future work areas.

A literature review of features and trends of technology-supported collaborative learning in informal learning settings from 2007 to 2018

Recently, collaborative learning in informal learning settings has been gained increasing interest. This study reviewed 70 papers about technology-supported collaborative learning published from 2007 to 2018. The subjects, objects, rules, contexts, interactions, and tools were analyzed based on the adapted framework of activity theory. The results indicated that undergraduate and postgraduate students mainly participated in technology-supported collaborative learning in the past 12 years. Mixed learning outcomes in natural science learning domains were the major learning objectives. In terms of rules, most studies adopted mixed collaborative learning methods and provided guidance for students. However, no rewards were provided in most studies. In addition, most studies mainly occurred in online learning community or after-school clubs. Technology-mediated interactions were generally adopted and participants mainly interacted with group members. In terms of trends of technology-supported collaborative learning, the findings revealed that the increasing trends in the higher education level and large sample size were found from 2013 to 2018. More and more studies focused on engineering design tasks and adopted self-selected heterogeneous groups. Mixed hardware and software with mixed functionalities significantly increased from 2013 to 2018. The findings were discussed in depth, together with implications and recommendations for future studies.

Teachers need scientific and experiential knowledge on learning support: Recommendations for a teacher educator

This paper discusses teachers’ lack of scientific (theoretical) knowledge on learning support in the classroom. This was one of the key findings of a basic exploratory qualitative study conducted in a South African secondary school. The study employed a Cultural-Historical Activity Theory (CHAT) framework. Six teachers from the school took part in the research. The results underscored their lack of scientific knowledge on learning support, confirming a perceived gap between theory and practice, contrary to CHAT’s take on the matter. The discussion highlights the value of scientific knowledge for the teacher and offers a number of recommendations for the work of the teacher educator.

A research environment for teacher-driven research – some demands and possibilities

Purpose The purpose of this paper is to reflect upon demands of and possibilities for establishing a space for conducting and supporting high-quality research in schools. In the article the authors reflect upon experiences in establishing a research environment for teachers called Stockholm Teaching & Learning Studies (STLS). The article focusses some of the tensions that have been emerging in attempting to build an infrastructure for teacher-driven research and discusses the transformative potential of those tensions. Design/methodology/approach The article draws on the authors’ experiences in establishing STLS as a research environment for teachers by drawing on a framework of cultural-historical activity theory. The article applies the notions of contradictions and tensions as driving forces for development of activity. Findings The specific tensions that have been negotiated in the establishment of STLS are tensions between developing public knowledge vs local knowledge, tensions in knowledge cultures between oral and text-based ways of sharing knowledge, tensions in research interests and tensions in ownership. These tensions relate to knowledge production as embedded in institutional life and constrained by institutional boundaries in contemporary society. Originality/value Today, there is a growing amount of collaborative research that connects elementary and secondary teachers in research projects with university-based researchers. However, this does not guarantee projects that will address everyday problems of teachers or that teachers will be acknowledged as researchers in the end.

Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format

The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students’ engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained.

Expansive Social Learning, Morphogenesis and Reflexive Action in an Organization Responding to Wetland Degradation

This study (conducted as PhD research at Rhodes University, South Africa) describes a formative interventionist research project conducted to explore factors inhibiting improved wetland management within a corporate plantation forestry context and determine if, and how, expansive social learning processes could strengthen organizational learning and development to overcome these factors. A series of formative interventionist workshops and feedback meetings took place over three years; developing new knowledge amongst staff of Company X, and improved wetland management practices. Through the expansive learning process, the tensions and contradictions that emerged became generative, supporting expansive learning that was reflectively engaged with throughout the research period. The study was== supported by an epistemological framework of cultural historical activity theory and expansive learning. Realist social theory, emerging from critical realism, with its methodological compliment the morphogenetic framework gave the research the depth of detail required to explain how the expansive learning, organizational social change, and boundary crossings that are necessary for assembling the collective were taking place. This provided ontological depth to the research. The research found that expansive learning processes, which are also social learning processes (hence we use the term ‘expansive social learning’, supported organizational learning and development for improved wetland management. Five types of changes emerged from the research: (1) Changes in structure, (2) changes in practice, (3) changes in approach, (4) changes in discourse, and (5) changes in knowledge, values, and thinking. The study was able to explain how these changes occurred via the interaction of structural emergent properties and powers; cultural emergent properties and powers; and personal emergent properties and powers of agents. It was concluded that expansive learning could provide an environmental education platform to proactively work with the sociological potential of morphogenesis to bring about future change via an open-ended participatory and reflexive expansive learning process.

No interest, no time! Gendered constraints to museum visits in Flanders

This paper investigates why non-attendees of museums in Flanders (Belgium) do not visit and how these reasons for not attending are related to gender. The hierarchical constraints framework is applied to non-attendees using the 2014 Participation Survey (N = 2707). Both interested and non-interested non-attendees are included in the analyses. Findings reveal that interest constraints are the greatest barrier for museum visits for both women and men. However, men do report this type of constraint more than women. Women, on the other hand, report more interpersonal and structural constraints. Older women seem doubly disadvantaged regarding interpersonal constraints, and women with a lower subjective income are doubly disadvantaged for both interpersonal and structural constraints. This paper explains discrepancies in the experiences of constraints between different groups by the hierarchy of social privilege, referring to the role of socialization and culture in influencing people’s preferences. Evaluating the constraint model in research regarding cultural participation, the paper proposes a clarification based on Parsons’ action theory framework.