Using technology in higher education: An activity theory perspective

Journal of Computer Assisted Learning

Volumn 18, Issue 1, 2002, Pages 77-83

  Issroff, K ^a   Scanlon, E ^b  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

^b OPEN UNIVERSITY   (United Kingdom)

Author keywords

Activity Theory; Case studies; Conferencing; Higher education; Humanities; Multimedia; Science

Indexed keywords

EID: 24144471609     PISSN: 02664909     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.0266-4909.2001.00213.x     Document Type: Article

References (11)

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2. Engeström, Y. (1987) Learning by Expanding: an Activity Theoretical Approach to Developmental Research. Orienta-Konsultit, Helsinki.
3. Issroff, K. & Scanlon, E. (2001) Case studies revisited: what can Activity Theory offer? In European Perspectives on Computer-Supported Collaborative Learning (eds. P. Dillenbourg, A. Eurelings & K. Hakkarainen) pp. 316-323. Maastricht McLuhan Institute, Maastricht.
4. Kuutti, K. (1996) Activity theory as a potential framework for human-computer interaction research, In Context and Consciousness: Activity Theory and Human-Computer Interaction (ed. B. Nardi) pp. 17-44. MIT Press, Mass.
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6. Nardi, B. (1996) (ed.) Context and Consciousness: Activity Theory and Human-Computer Interaction. MIT Press, Mass.
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10. Vygotsky, L. (1986) Thought and Language. MIT Press, Cambridge, MA.
11. Wolf, W. (1996) Science and the internet. In Communicating Science Professional Contexts (eds. E. Scanlon, R. Hill & J. Junker) pp. 132-140. Routledge, London. (reprinted)