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- Publisher Website: 10.1007/s10984-005-9000-6
- Scopus: eid_2-s2.0-33746114557
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Article: Activity theory as a framework for analysing knowledge building
Title | Activity theory as a framework for analysing knowledge building |
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Authors | |
Keywords | Activity theory Collaboration CSCL Knowledge building Mediating artefact |
Issue Date | 2006 |
Publisher | Springer 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? |
Abstract | Content 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 Identifier | http://hdl.handle.net/10722/85130 |
ISSN | 2023 Impact Factor: 2.7 2023 SCImago Journal Rankings: 1.046 |
References |
DC Field | Value | Language |
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dc.contributor.author | Van Aalst, J | en_HK |
dc.contributor.author | Hill, CM | en_HK |
dc.date.accessioned | 2010-09-06T09:01:11Z | - |
dc.date.available | 2010-09-06T09:01:11Z | - |
dc.date.issued | 2006 | en_HK |
dc.identifier.citation | Learning Environments Research, 2006, v. 9 n. 1, p. 23-44 | en_HK |
dc.identifier.issn | 1387-1579 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/85130 | - |
dc.description.abstract | Content 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.language | eng | en_HK |
dc.publisher | Springer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=1387-1579 | en_HK |
dc.relation.ispartof | Learning Environments Research | en_HK |
dc.subject | Activity theory | en_HK |
dc.subject | Collaboration | en_HK |
dc.subject | CSCL | en_HK |
dc.subject | Knowledge building | en_HK |
dc.subject | Mediating artefact | en_HK |
dc.title | Activity theory as a framework for analysing knowledge building | en_HK |
dc.type | Article | en_HK |
dc.identifier.openurl | http://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+building | en_HK |
dc.identifier.email | Van Aalst, J: vanaalst@hku.hk | en_HK |
dc.identifier.authority | Van Aalst, J=rp00965 | en_HK |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1007/s10984-005-9000-6 | en_HK |
dc.identifier.scopus | eid_2-s2.0-33746114557 | en_HK |
dc.identifier.hkuros | 150374 | en_HK |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-33746114557&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 9 | en_HK |
dc.identifier.issue | 1 | en_HK |
dc.identifier.spage | 23 | en_HK |
dc.identifier.epage | 44 | en_HK |
dc.publisher.place | Netherlands | en_HK |
dc.identifier.scopusauthorid | Van Aalst, J=12783832200 | en_HK |
dc.identifier.scopusauthorid | Hill, CM=14043637100 | en_HK |
dc.identifier.issnl | 1387-1579 | - |