Activity Theory: what does it offer elearning research?
Liz Bennett
University of Huddersfield, United Kingdom
Activity Theory, AT, is an analytical tool which offers a particularly useful perspective to those researching in elearning because it of its ability to illuminate the contexts of an implementation of an innovation. It works through examining and exploring conflicts or tensions that arise in any complex situation involving people and organisational processes. It thus brings to the foreground the cultural, organisational, social factors and personal that affect the adoption of a new tool. In this way it helps to shift the focus from the tools themselves to focus on the tools in use (Benson, Lawler, & Whitworth, 2008).This short paper will explore Activity Theory as conceptualised by Engleström (2001) and Leont’ev (1978). It will discuss how AT can be used as a tool for understanding teachers’ adoption of a new technological tool (for example a web 2.0 tool). It will draw on the elearning research literature to explore how others have used AT and will provide a critique of the AT as an analytical tool.ReferencesBenson, A., Lawler, C., & Whitworth, A. (2008). Rules, roles and tools: Activity theory and the comparative study of e-learning. British Journal of Educational Technology, 39(3), 456-467.Engeström, Y. (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.Leont'ev, A. N. (1978). Activity, Consciousness, and Pesonality. Englewood Cliffs: Prentice-Hall.