Activity Theory in Education: Research and Practice - download pdf or read online

By Dilani S. P. Gedera, P. John Williams

ISBN-10: 9463003851

ISBN-13: 9789463003858

ISBN-10: 946300386X

ISBN-13: 9789463003865

ISBN-10: 9463003878

ISBN-13: 9789463003872

Job conception in schooling: study and perform brings jointly state-of-the-art students from a couple of continents. via in-depth case stories the authors spotlight how task thought is utilized in schooling and speak about the theoretical in addition to pragmatic use of task thought frameworks in various modern studying contexts. the 1st element of the e-book specializes in empirical learn on utilizing task idea in analysing scholars' and lecturers' reports of studying and educating in face-to-face and on-line studying contexts. the second one part includes insights in opting for ancient and systemic tensions in academic contexts utilizing job conception. The 3rd part discusses conceptual and contextual facets of academic contexts via job concept, and part 4 discusses the applying of job conception in knowing lecturers' Pedagogical content material wisdom and curriculum improvement. "In spite of the frequent and quickly expanding use of job conception in academic study, few collections of this paintings can be found. job thought in schooling: study and perform is this kind of a lot wanted choice of sensible reviews, theoretical insights and empirical examine findings at the use of task conception in academic settings." - Yrjö Engeström, Centre for examine on job, improvement and studying (CRADLE), The college of Helsinki

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Extra resources for Activity Theory in Education: Research and Practice

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Spector, Kinshuk, & D. ), Multiple perspectives on problem solving and learning in the digital age (pp. 143–157). New York, NY: Springer. , & Alfano, L. (2011). Instructor’s discussion forum effort: Is it worth it? Journal of Online Learning and Teaching, 7(3), 337–348. Creswell, J. W. (2012). ). New York, NY: Pearson. Creswell, J. W. (2014). ). London, England: Sage. Creswell, J. , & Creswell, J. D. (2005). Mixed methods research: Developments, debates, and dilemmas. In R. Swanson & E. H. ), Research in organizations: Foundations and methods of inquiry (pp.

The degree of agreement and disagreement about statements related to the use of asynchronous discussion forums 25 A. I. MWALONGO Both quantitative and qualitative data have been presented side by side. A total of 153 reasons were generated. Only representative reasons have been used to illustrate ideas in question. 0%) believed that one of the effective ways for promoting critical thinking was to ensure that tasks in the discussion forums encouraged freedom of expression. Through freedom of expression, students had the opportunity to engage in problem-solving or decision-making as illustrated in the following extracts: I am freely arranging my views privately.

Stein et al. (2013) support the view that student-led discussions can promote critical thinking and the sense of responsibility for learning. However, student-moderated discussions are not intended to replace the role of the teacher. In the study by Xie and Ke (2011), it was found that student moderations 30 USING ACTIVITY THEORY TO UNDERSTAND STUDENT TEACHER PERCEPTIONS were positively related to peers’ low level of knowledge construction; while lecturer moderations were related to peers’ high level of knowledge construction because even highly motivated students do not necessarily provide better quality moderation.

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Activity Theory in Education: Research and Practice by Dilani S. P. Gedera, P. John Williams

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