Application Of Activity Theory Research Articles

Application of activity theory to examine the implementation of e-health in Namibia

ABSTRACT Despite the investment and efforts to improve the health systems through the e-health solution, systems and activities remain fragmented, which hamper service delivery. These challenges persist because either the factors that influence the implementation of the e-health solutions are not known or they remain speculative. Empirically, this study reveals the factors that influence the development of e-health solutions in the country. It is an interpretivist study in which the semi-structured interview technique was employed to collect data and relevant documents authored by different health stakeholders, such as Ministry of Health and Social Services (MoHSS), Office of the Prime Minister (OPM) and from public and private health facilities in the country were gathered. The activity theory (AT) underpins the study, meaning it guided the analysis, from which eight factors: (1) disparity, which affects transparency; (2) isolation; means that e-health solutions are currently stand-alone; (3) governance; which includes standardization, policies, and principles; (4) requirements that cover functions and technology specifications; (5) know-how; entails skillset and human capacity; (6) interoperability; exchange and information use between IT solutions; (7) synchronization of data and processes; and (8) heterogeneity were found to be the main influence on the implementation of e-health solutions in the country.

678 THE MENTAL HEALTH NURSE EXPERIENCE OF PROVIDING CARE FOR PEOPLE WITH DELIRIUM SUPERIMPOSED ON DEMENTIA

Abstract Introduction People with severe dementia are frequently cared for by registered mental health nurses due to their often complex cognitive or psychological care needs. This study aimed to explore and describe the experiences of mental health nurses who provide care for people with delirium superimposed on dementia. Methods Activity Theory was used to inform, a mixed methods design. Commencing with semi structured interviews, before further quantitative exploration using a questionnaire. Framework analysis was used for qualitative analysis, followed by descriptive statistical analysis of questionnaire data. Robust integration of data was undertaken, and findings presented in an activity system graphic. Participants were registered mental health nurses working in 24-hour care settings for people with dementia. Results Five key themes emerged: 1. For RNMHs to use tools (such as scores or guidelines), they need to see them as useful and contextually relevant. Whilst they are aware of tools, they may choose not to use them if they do not see the value in them. 2. Knowing the person for whom they provide care is central and personal. The RNMHs favour aesthetic ways of knowing and use this to guide their care provision. 3. Hierarchy within the multidisciplinary team remains, however this is not seen as a negative. The RNMHs feel supported and secure within their wider MDT. 4. Burdens of care felt by the RNMHs is driven by the care environment and care context. 6. There remains a disconnection of mental and physical health in both care environments and how the RNMHs see their role. Conclusion This study is the first to explore the complexities of specifically the mental health nurse context in relation to DSD. The novel application of Activity Theory as a lens offered a unique frame to support exploration of the mental health nurses working environments and experiences.

Future research on visitors’ attitudes to tourism destinations

Research on visitor attitudes to tourism destinations is an established area of scholarly attention. This research note provides a critical commentary of the theoretical trends in visitor attitude studies based on a systematic review of 162 journal articles in top tier journals between 1977 and 2019. This short communication contributes to tourism research and scholarship by demonstrating that prior research on visitor attitude is predominantly descriptive and lacks theoretical engagement, with the gap between atheoretical and theoretical articles expanding proportionally over time. Scholars should consider the application of active theory from parent (sub)disciplines such as social psychology and cognitive psychology to provide future research on visitor attitudes to tourism destinations with much needed depth, substance and theoretical maturity.

Implementing interprofessional learning curriculum: how problems might also be answers

BackgroundDespite interprofessional learning (IPL) being widely recognised as important for health care professions, embedding IPL within core curriculum remains a significant challenge. The aim of this study was to identify tensions associated with implementing IPL curriculum for educators and clinical supervisors, and to examine these findings from the perspective of activity theory and the expansive learning cycle (ELC).MethodsWe interviewed 12 faculty staff and ten health practitioners regarding IPL. Interviews were semi-structured. Following initial thematic analysis, further analysis was undertaken to characterise existing activity systems and the contradictions associated with implementing IPL. These findings were then mapped to the ELC.ResultsFive clusters of contradictions were identified: the lack of a workable definition; when and what is best for students; the leadership hot potato; big expectations of IPL; and, resisting cultural change. When mapped to the ELC, it was apparent that although experienced as challenges, these contradictions had not yet generated sufficient tension to trigger ‘break through’ novel thinking, or contemplation and modelling of new solutions.ConclusionsThe application of activity theory and the ELC offered an approach in which the most troublesome challenges might be reframed as opportunities for change. Seemingly intractable problems could be worked on to identify and address underlying fears and assumptions. If sufficient tension can be generated, an ELC could then be triggered. In reframing challenges as opportunities, the power of tensions and contradictions as potential levers for effective change might be more successfully accessed.

A Study on the Application of Activity Theory in L2 Learning and Teaching

A Study on the Application of Activity Theory in L2 Learning and Teaching

Activity theory in empirical higher education research: choices, uses and values

This paper contributes to discussion of theory application in higher education research. We examine 59 empirical research papers from specialist journals that use a particular theory: activity theory. We scrutinise stated reasons for choosing the theory, functions played by the theory, and how the theory is valorised. We find that the theory is usually chosen for its direct empirical applicability; used for abstraction, explanation and contextualisation; and valorised for apprehending complex situational dynamics. It is rarely chosen to challenge conceptualisation of the research object; used to establish investigative paradigms; or valorised in ways that implicate wider bodies of knowledge or potential theory development. We argue that higher education researchers should reconsider how their application of activity theory is interwoven with interpretative processes, how the theory might frame research design rather than simply data analysis, and how they account for the range of roles that the theory act...

Improving management of student clinical placements: insights from activity theory.

BackgroundAn approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at one of these services. In this paper, the authors extend this work with further analysis to determine if the more limited outcomes observed with participants at the other two services could be explained by application of activity theory and in particular the expansive learning cycle.MethodsStaff at three health services participated in the Building Teams for Quality Learning project: a dental clinic, a community aged care facility and a rural hospital. At each site a team of seven multi-disciplinary staff completed the project over 9 to 12 months (total 21 participants). Evaluation data were collected through interviews, focus groups and direct observation of staff and students. Following initial thematic analysis, further analysis was conducted to compare the processes and outcomes at each participating health service drawing on activity theory and the expansive learning cycle.ResultsFifty-one interview transcripts, 33 h of workplace observation and 31 sets of workshop field notes (from 36 h of workshops) were generated. All participants were individually supportive of, and committed to, high quality student learning experiences. As was observed with staff at the dental clinic, a number of potentially effective strategies were discussed at the aged care facility and the rural hospital workshops. However, participants in these two health services could not develop a successful implementation plan. The expansive learning cycle element of modeling and testing new solutions was not achieved and participants were unable, collectively to reassess and reinterpret the object of their activities.ConclusionThe application of activity theory and the expansive learning cycle assisted a deeper understanding of the differences in outcomes observed across the three groups of participants. This included identifying specific points in the expansive learning cycle at which the three groups diverged. These findings support some practical recommendations for health services that host student clinical placements.

Effectiveness and Weakness of School Bullying Problem Solving Activities in a 3D Virtual World : Application of Activity Theory

Although teachers play an important role in preventing school bullying, there is a lack of educational programs to enhance the competencies of pre-service teachers regarding how to prevent and address school bullying. To improve the knowledge and self-efficacy of pre-service teachers about school-bullying challenges, this study developed an authentic problem solving activity in a 3D virtual world on the basis of activity theory. In this study, for four weeks, 36 pre-service teachers collaboratively solved school-bullying problems, conducted role-plays in a virtual world, and reflected on their activities. As a result, the participants significantly improved their knowledge (restorative justice) and self-efficacy to handle school bullying. This study also investigated the pre-service teachers’ perceptions of the strengths and weaknesses of the activity through analyzing quantitative and qualitative data with an activity system framework. The findings were discussed to improve the design of the problem-solving activity in the context of Korean pre-service teacher education.

Barriers to successful implementation of technology integration in educational settings: a case study

AbstractRepresenting issues discussed at the EduSummIT 2011 relative to essential conditions and barriers to successful technology integration, this article presents a systemic analysis of barriers that needed to be overcome for an information technology initiative (Remote Networked School project) to be successfully implemented. The analysis was conducted from an activity theory framework. Barriers were conceptualized as tensions that pulled constituents of an activity system or activity systems in opposite directions at four distinct levels of contradiction. Chains of tensions–pivotal actions that led to the overcoming of barriers were identified. Twelve exemplars illustrate how roles, policies and routines were transformed for necessary conditions to be in place in small remote schools. As emphasized by our application of activity theory, these conditions, which parallel the essential conditions formulated by the International Society for Technology in Education, can never be taken for granted by the educational agents of a specific setting. In the case presented, activity theory explains that the overcoming of barriers is an ongoing exercise as some tensions get resolved, reappear or give way to new ones.

Application of Activity Theory in Understanding Online Communities of Practice: A Case of Feminism

The extant literature has frequently acknowledged the crucial potential of Information and Communication Technologies for women empowerment. This study targets feminism as an important indicator of women empowerment. It then investigates the challenges of feminism in eastern countries from a novel angle that questions: “why those eastern women who already have feminist attitudes fail to demonstrate feminist behaviours?” The paper draws upon activity theory and proposed the moderating impact of online women-related communities of practice in transforming feminist-related attitudes into feminist-related behaviours of eastern women. The analysis of quantitative data collected from an online community of practice confirms the postulated proposition. The results present regarding the use of online women-related in the examined population as well as how Information Technology can be applied for facilitation of women empowerment in eastern societies.

An empirical development of critical value factors (CVF) of online learning activities: An application of activity theory and cognitive value theory

According to activity theory, activities are at the center of human behavior. Extensive attention has been given in literature to the success and effectiveness of online learning programs. Value theory suggests that human perceived value is a critical construct in investigating what is important to individuals. However, very limited attention has been given in literature to the role of users’ perceived value of learning activities in educational settings. Scholars suggest that additional studies on learning activities are needed in order to progress the current knowledge of the use of information systems in education. Therefore, this study investigated issues related to learners’ perceived value by uncovering the critical value factors (CVFs) of online learning activities. Participants in this study included 209 graduate students attending an online learning program. This study extended the first phase done in a prior research to uncover the CVFs of online learning activities. Results of this research study produced five reliable CVFs: (a) collaborative, social, and passive learning activities; (b) formal communication activities; (c) formal learning activities; (d) logistic activities; and (e) printing activities.

Design issues related to the evaluation of learner – computer interaction in a web-based environment: Activities v. Tasks

If web-based technology is increasingly becoming the central plank of contemporary teaching and learning processes, there is still too little evidence to suggest that it is delivering purposeful learning activities beyond its widely perceived potential as a learning resource providing content and learning objects. This is due in part to the ‘bandwagon’ effect created by the ubiquity and popularity of the web but also because e-learning is being institutionally managed and pedagogically harnessed without serious design considerations being given to its interactive specificity, which only seem to manifest themselves through sporadic and mainly inconsequential evaluation. On this premise, this paper attempts to identify some of the main design issues involved at both conceptual and implementation levels whilst making the case for the necessary collection and subsequent analysis of valid data. Therefore, it will re-examine the role, value and means of exploitation of existing evaluative data within the design process in order to facilitate the adoption of a more appropriate conceptual approach and to better understand web-based interaction in relation to learner requirements through the application of activity theory. The ulterior motive behind this study is to show the importance and relevance of the conceptual understanding of the web as a learning interactive construct and how the learning process it is meant to generate, can be improved through targeted and integrated evaluation.

Activity theory as a basis for the study of work

Activity theory has been successfully applied in diverse schools of psychology with particularly extensive work in the fields of education, ergonomics, human factors and industrial-organizational psychology. However, existing efforts of translation and formulation in English suffer from certain limitations. These limitations include the blurring between Vygotsky's socio-cultural theory of the development of mind and activity theory, the restriction of activity theory in its entirety to the version offered by Leont'ev, errors in the interpretation of some basic concept and terminology, reliance on studies that use obsolete methods, and failure to consider the Russian work in activity theory in its entirety. This last problem results in the omission of the recent advances in engineering psychology and educational psychology in the former Soviet Union that facilitates the application of activity theory to practical problems. This paper is a description of the evolution of basic theory, concepts and terminology relevant to practitioners—particularly in the field of ergonomics.

Preparing teachers for diversity: lessons learned from the US and South Africa

The world's predominant growth populations are largely students of color who have historically struggled for high-quality educational opportunities. Within this context, educational reformers around the globe are challenging teacher preparation programs to prepare teachers to work effectively with students from diverse backgrounds. This article reports on a cross-national study that investigates a program designed to facilitate the development of teachers who are committed to teaching culturally and linguistically diverse students. It presents an analysis of US and South African teachers’ developing discourses that revealed differences in the development of commitment among teachers who engaged in talk-related activities in a teacher education program versus those teachers who engaged in talk-related activities in addition to theory–enacting activities within diverse classrooms. Through the analysis, I explore how teachers’ developing commitment can be facilitated by carefully designed classroom activities and show how those developing commitments are revealed in the teachers’ discourse practices. My intent in presenting this investigation is to help us better understand how applications of activity theory can assist us in addressing the global challenges that face teacher education programs.

Context and consciousness: activity theory and human-computer interaction

Part 1 Activity theory basics: introduction activity theory and human-computer interaction, Bonnie A. Nardi activity theory as a potential framework for human-computer interaction research, Kari Kuutti computer-mediated activity - functional organs in social and developmental contexts, Victor Kaptelinin studying context - a comparison of activity theory, situated action models and distributed cognition, Bonnie A. Nardi activity theory - implications for human-computer interaction, Victor Kaptelinin. Part 2 Activity theory in practical design: introduction designing educational technology - computer-mediated change, R.K.E. Bellamy applying activity theory to video analysis - how to make sense of video data in HCI, Susanne Bodker tamed by a rose - computers as tools in human activity, Ellen Christiansen joint attention and co-construction of tasks - new ways to foster user-designed collaboration, Arne Raeithel and Boris M. Velichkovsky some reflections on the application of activity theory, Bonnie A. Nardi. Part 3 Activity theory - theoretical development: introduction activity theory and the view from somewhere - team perspectives on the intellectual work of programming, Dorothy Holland and James R. Reeves developing activity theory - the zone of proximal development and beyond, Vladimir P. Zinchenko mundane tool or object of affection? the rise and fall of the postal buddy, Yrjo Engestrom and Virginia Escalante epilogue, Bonnie A. Nardi.

Thermal diffusion of bound water in wood

There are few references in the wood science literature to nonisothermal moisture movement. Some experiments by Voight, Babbitt, and Choong indicate that thermal diffusion in wood may be very significant. Three equations are presented to represent nonisothermal moisture movement through wood in the transverse direction. The first, described in detail in a previous paper, is based upon two driving forces: Soret potential which results in thermal diffusion and chemical potential which results from a gradient of equilibrium relative humidity. All three equations include the same term for Soret potential and, in the second two equations, the thermal-diffusion term was derived by the application of activation theory. The isothermal term in these two equations utilizes moisture content gradient as the driving force and therefore a knowledge of the sorption isotherm is not necessary. The third equation contains an additional term for moisture-content activation to account for the increase in flux with an increased moisture content. All three equations give approximately the same result with the same input data at low moisture contents. The results diverge at high moisture contents and experimental data are required to determine which equation is most representative of the physical phenomenon of nonisothermal moisture movement.