Online Case Discussions: Tensions in Activity Systems

In this paper we offer a view of case discussions in an online learning environment based on Activity Theory, which allows us to analyse the inherent contradictions in students' learning activities. We see Activity Theory as a first step towards structuring the complexity of students' experiences in today's higher education systems, so as to increase ICT's supportive role for higher-order learning activities. After identifying the tensions within particular activities we derive three means of supporting online case discussions: task scaffolds; collaboration scripts; and increasing students' awareness of technologybased alternatives.