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Contradictions, disturbances and transformations: An activity theoretical analysis of three faculty members' experience with designing and teaching online courses.

机译:矛盾,干扰和转变:对三位教师在设计和教学在线课程方面的经验进行的活动理论分析。

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摘要

The activities of course design and teaching in higher education settings is a long established work activity for many faculty members. With the advent of the World Wide Web and online education, the context for these activities is changing. Many institutions of higher education are implementing distance education programs and charging faculty members with the task of developing and teaching online courses for the first time. This presents a challenge to faculty members' established ways of thinking about course design and teaching. It requires new course design procedures to represent and teach content in new contexts, and it requires the use of new tools as well as the creation and transformation of artifacts. It also requires new kinds of support and collaboration.; In this study, I used an activity theoretical framework to analyze three faculty members' experiences with designing and teaching online courses for the first time. The analysis is presented in three case studies (one devoted to each faculty member) as well as a cross case analysis. Although the analyses focused primarily on the faculty members' experiences and outcomes, activity theory offered a framework to study goal-oriented individual and group actions that took place within wider contexts or activity systems. Individuals from different activity systems within the university united in a new activity system to work collaboratively to achieve a common objective. Thus, the participants were concurrently members of other systems with distinct developmental histories emphasizing different goals, tools, divisions of labor and rules. The analysis revealed contradictions within and between systems that manifested themselves in disturbances and breakdowns in individuals' work processes. Some of these disturbances and breakdowns forced individuals to reflect on the ongoing activity, which led to innovations, transformations in thinking, work processes and systemic change.; The analysis was also extended to a search for continuities in individuals' thinking and activity across contexts. It was revealed that continuities, in addition to contradictions and disturbances, were springboards for reflection, contradictions, disturbances, transformations, and sometimes, no change at all.
机译:高等教育环境中的课程设计和教学活动是许多教员长期以来的工作活动。随着万维网和在线教育的到来,这些活动的环境正在发生变化。许多高校正在实施远程教育计划,并要求教职人员首次进行在线课程的开发和教学。这对教师确定的课程设计和教学思路提出了挑战。它需要新的课程设计程序来表示和教授新上下文中的内容,并且需要使用新工具以及工件的创建和转换。它还需要新的支持和协作。在本研究中,我使用活动理论框架来分析三位教职员工在首次设计和教授在线课程方面的经验。该分析以三个案例研究(每个教职员工专用)和跨案例分析的形式进行介绍。尽管分析主要集中在教师的经验和成果上,但活动理论提供了一个框架,用于研究在更广泛的背景或活动系统中发生的,面向目标的个人和团体行为。来自大学内不同活动系统的人员团结在一起,建立了一个新的活动系统,以共同努力实现共同的目标。因此,参与者同时是其他系统的成员,这些系统具有独特的发展历史,强调不同的目标,工具,分工和规则。分析揭示了系统内部和系统之间的矛盾,这些矛盾表现为个人工作流程的混乱和崩溃。其中一些干扰和崩溃迫使个人对正在进行的活动进行反思,从而导致创新,思维方式,工作流程和系统变化的转变。该分析还扩展到在跨上下文的情况下寻求个人思维和活动的连续性。结果表明,除了矛盾和干扰之外,连续性是反思,矛盾,干扰,转变的跳板,有时甚至根本没有变化。

著录项

  • 作者

    Peruski, Lisa.;

  • 作者单位

    Michigan State University.;

  • 授予单位 Michigan State University.;
  • 学科 Education Educational Psychology.; Education Technology.; Education Higher.
  • 学位 Ph.D.
  • 年度 2003
  • 页码 301 p.
  • 总页数 301
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;高等教育;
  • 关键词

  • 入库时间 2022-08-17 11:45:45

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