Teaching the disembodied: Othering and activity systems in a blended synchronous learning situation

International Review of Research in Open and Distance Learning

Volumn 15, Issue 6, 2014, Pages 33-51

  Cunningham, Una ^a  

^a UNIVERSITY OF CANTERBURY   (New Zealand)

Author keywords

Activity theory; Blended; Campus; Distance; Flexible; Othering; Skype; Social presence; Synchronous; Voip

Indexed keywords

EID: 84913606055     PISSN: None     EISSN: 14923831     Source Type: Journal    
DOI: 10.19173/irrodl.v15i6.1793     Document Type: Article

References (26)

1. Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42 (2), 233-250
2. Annand, D. (2011). Social presence within the community of inquiry framework. International Review of Research in Open & Distance Learning, 12(5), 38-54. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/924/1855
3. Barab, S. A., Evans, M. A., & Baek, E. O. (2004). Activity theory as a lens for characterizing the participatory unit. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology pp. 199-214. Mahwah: Lawrence Erlbaum Associates
4. Bower, M., Kenney, J., Dalgarno, B., Lee, M.J.W. & Kennedy, G.E. (2013). Blended synchronous learning: Patterns and principles for simultaneously engaging co-located and distributed learners. In H. Carter, M. Gosper and J. Hedberg (Eds.), Proceedings of the 30th ASCILITE Conference. Sydney, Australia, 1st-4th December 2013. Retrieved from: http://www.ascilite.org.au/conferences/sydney13/program/handbookproceedings.php
5. Brine, J. & Franken, M. (2006). Students' perceptions of a selected aspect of a computer mediated academic writing program: An activity theory analysis. Australasian Journal of Educational Technology, 22 (1) 21-38
6. Bury, M. (2012) Activity system. Accessed at http://commons.wikimedia.org/wiki/File:Activity_system.png
7. Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. International Review of Research in Open & Distance Learning, 13 (4), 269-292
8. Garrison, D.R. (2012) Social presence within the community of inquiry framework. International Review of Research in Open & Distance Learning 13 (1), 250-253-
9. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19 (3), 133-148
10. nd ed). New York: Routledge.
11. Garrison, D.R., Anderson, T. & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2 (2-3), 87-105
12. Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19 (3), 133-148
13. Gunawardena, C.N., & Zittle, F.J. (1997) Social presence as a predictor of satisfaction with a computer-mediated conferencing environment. American Journal of Distance Education, 11 (3), 8-26
14. Hostetter, C. & Busch, M. (2013). Community matters: Social presence and learning outcomes. Journal of the Scholarship of Teaching and Learning 13 (1), 77-86
15. James, R., Krause, K. & Jennings, C. (2010). The first year experience in Australian universities: Findings from 1994 to 2009. Melbourne, Australia: The University of Melbourne, Centre for the Study of Higher Education. Retrieved from http://www.cshe.unimelb.edu.au/research/FYE_Report_1994_to_2009.pdf
16. Kim, J. (2011), Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology 42, 763-777
17. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
18. nd ed.). Cambridge: Cambridge University Press
19. Murphy, E. & Rodríguez-Manzanares, M.A. (2012). Rapport in distance education. International Review of Research in Open & Distance Learning 13 (1), 167-190
20. Murphy, E. & Rodríguez-Manzanares, M.A. (2014). Activity theory perspectives on technology in higher education. Hershey, PA: IGI Global
21. Nardi, B. A. (1996). Activity theory and human computer interaction. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 1-8). Cambridge, Massachusetts: The MIT Press
22. Palfreyman, D. (2005). Othering in an English language program. TESOL Quarterly 39 (2), 211-233.
23. Pardales, M. J., & Girod, M. (2006). Community of inquiry: Its past and present future. Educational Philosophy and Theory, 38(3), 299-309. doi:10.1111/j.1469-5812.2006.00196.x
24. Power, T.M. & Vaughan, N. (2010). Redesigning online learning for international graduate seminar delivery. The Journal of Distance Education, 24 (2), 19-38
25. Westberry, N. & Franken, M. (2013). Co-construction of knowledge in tertiary online settings: an ecology of resources perspective. Instructional Science 41 (1), pp 147-164
26. White, C.P., Ramirez, R., Smith, J.G. & Plonowski, L. (2010). Simultaneous delivery of a face-to-face course to on-campus and remote off-campus students. TechTrends, I (4), 34-40