Using Activity Theory as Analytical Framework for Evaluating Contextual Online Collaborative Learning

Mohd Nihra Haruzuan Mohamad Said; Lokman Mohd Tahir; Mohd Fadzli Ali; Norah Md Noor; Noor Azean Atan; Zaleha Abdullah

doi:10.3991/ijet.v9i5.3972

Authors

Mohd Nihra Haruzuan Mohamad Said Universiti Teknologi Malaysia
Lokman Mohd Tahir Universiti Teknologi Malaysia
Mohd Fadzli Ali Universiti Teknologi Malaysia
Norah Md Noor Universiti Teknologi Malaysia
Noor Azean Atan Universiti Teknologi Malaysia
Zaleha Abdullah Universiti Teknologi Malaysia

DOI:

https://doi.org/10.3991/ijet.v9i5.3972

Keywords:

-learning system, Activity Theory, Online Collaborative Learning, ICT Education

Abstract

In this article, Activity Theory is used as analytical framework for developing and evaluating the model of contextual online collaborative learning. Activity Theory is useful particularly because it provided the researcher with tool to structure human activities in relation to computer within a context. As in the context of this study, Activity Theory proved to be useful for developing and evaluating the incorporation of online collaborative learning within a particular chosen context, i.e. conventional tertiary classroom. Discussions on findings based on the analysis of contextual online collaborative learning are also provided.