Moving courses online as a catalyst of pedagogical innovation: An activity theory‐based view | Zendy

Khanova Julia | Zendy

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Moving courses online as a catalyst of pedagogical innovation: An activity theory‐based view

Author(s) -

Khanova Julia

Publication year - 2012

Publication title -

proceedings of the american society for information science and technology

Language(s) - English

Resource type - Journals

eISSN - 1550-8390

pISSN - 0044-7870

DOI - 10.1002/meet.14504901258

Subject(s) - activity theory , context (archaeology) , process (computing) , face (sociological concept) , higher education , pedagogy , mathematics education , knowledge management , sociology , psychology , computer science , political science , social science , law , biology , paleontology , operating system

The poster illustrates the use of Activity Theory as an analytical tool for study of pedagogical innovation. This exploration is based on the in‐depth study of the process of converting several face‐to‐face courses to online teaching format in the context of one university. Data from interviews with participants in different roles in the process is analyzed using the activity theory framework. The study findings suggest that exposure to online teaching technologies and methods can act as a catalyst of pedagogical innovation. The poster also illustrates the utility of activity theory for examination of the dynamic processes mixing pedagogy and technology in the complex contexts of higher education institutions.

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