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Article: Activity theory as a framework for analysing knowledge building

TitleActivity theory as a framework for analysing knowledge building
Authors
KeywordsActivity theory
Collaboration
CSCL
Knowledge building
Mediating artefact
Issue Date2006
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1387-1579
Citation
Learning Environments Research, 2006, v. 9 n. 1, p. 23-44 How to Cite?
AbstractContent analyses of computer databases parsed into notes or ideas do not shed adequate light on the role of collaboration and the Computer-Supported Collaborative Learning environment in knowledge building; analysis of what is happening in the classroom and how students interpret that is also needed. This study used ethnographic methods to explore activity theory as an analytic framework for knowledge building, drawing from a class of Grade 4 students' contributions to online and face-to-face discourse over a period of five months, as well as end-of-year interviews with the students. The analysis focuses on four issues: community; rules; mediating artefacts; and division of labour. The findings indicate how understanding such issues can lead to better understanding of collaboration and of the role of the online environment. The use of activity theory as a framework for improving pedagogy aimed at knowledge building is also outlined. © Springer 2006.
Persistent Identifierhttp://hdl.handle.net/10722/85130
ISSN
2015 SCImago Journal Rankings: 1.188
References

 

DC FieldValueLanguage
dc.contributor.authorVan Aalst, Jen_HK
dc.contributor.authorHill, CMen_HK
dc.date.accessioned2010-09-06T09:01:11Z-
dc.date.available2010-09-06T09:01:11Z-
dc.date.issued2006en_HK
dc.identifier.citationLearning Environments Research, 2006, v. 9 n. 1, p. 23-44en_HK
dc.identifier.issn1387-1579en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85130-
dc.description.abstractContent analyses of computer databases parsed into notes or ideas do not shed adequate light on the role of collaboration and the Computer-Supported Collaborative Learning environment in knowledge building; analysis of what is happening in the classroom and how students interpret that is also needed. This study used ethnographic methods to explore activity theory as an analytic framework for knowledge building, drawing from a class of Grade 4 students' contributions to online and face-to-face discourse over a period of five months, as well as end-of-year interviews with the students. The analysis focuses on four issues: community; rules; mediating artefacts; and division of labour. The findings indicate how understanding such issues can lead to better understanding of collaboration and of the role of the online environment. The use of activity theory as a framework for improving pedagogy aimed at knowledge building is also outlined. © Springer 2006.en_HK
dc.languageengen_HK
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1387-1579en_HK
dc.relation.ispartofLearning Environments Researchen_HK
dc.subjectActivity theoryen_HK
dc.subjectCollaborationen_HK
dc.subjectCSCLen_HK
dc.subjectKnowledge buildingen_HK
dc.subjectMediating artefacten_HK
dc.titleActivity theory as a framework for analysing knowledge buildingen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=1387-1579&volume=9&spage=23&epage=44&date=2006&atitle=Activity+theory+as+a+framework+for+analysing+knowledge+buildingen_HK
dc.identifier.emailVan Aalst, J: vanaalst@hku.hken_HK
dc.identifier.authorityVan Aalst, J=rp00965en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10984-005-9000-6en_HK
dc.identifier.scopuseid_2-s2.0-33746114557en_HK
dc.identifier.hkuros150374en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33746114557&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume9en_HK
dc.identifier.issue1en_HK
dc.identifier.spage23en_HK
dc.identifier.epage44en_HK
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridVan Aalst, J=12783832200en_HK
dc.identifier.scopusauthoridHill, CM=14043637100en_HK

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