title: An activity theory analysis of social epistemologies within tertiary-level eLearning environments

authors: Westberry, Nicola Catherine

subjects: online learning

abstract: In recent years, eLearning or the use of information and communication technology (ICT) in tertiary-level educational environments has experienced phenomenal growth. There is an extensive body of research that has established the pedagogic value of eLearning. The literature has identified key factors that can afford or constrain participation in learning activities supported by ICT. However, amidst much discussion of the benefits of eLearning, concern has been voiced about the apparent failure of eLearning to transform teaching and learning environments. In response to these concerns, this study intends to examine one aspect of eLearning – the use of learning activities underpinned by social epistemologies and mediated by asynchronous web-based technologies in three blended papers (a combination of face-to-face and ICT-supported modes of delivery) in higher education in New Zealand. More specifically, due to the significant numbers of English as an Additional Language (EAL) learners enrolled in New Zealand tertiary institutions, the study seeks to gain a rich and in-depth understanding of the nature of teacher and EAL learner participation in three mainstream (not English language learning) papers within the disciplines of nursing, management, and applied linguistics. By positioning the study within an activity theory perspective and thereby highlighting mediated activity, this inquiry intends to use an expansive conception of participation that takes account of social, cultural, and historical factors in the local and broader context. To investigate the nature of participation within three eLearning contexts, the research design has been shaped by a qualitative orientation. The study has used a case study approach, an exploratory research question, and inductive procedures, and has drawn from ethnographic and phenomenological research methods to allow the nature of participation to emerge through the experiences of teachers and students. Data have been systematically gathered over a five month period by way of semi-structured interviews, accounts, and observations of face-to-face and online activity. Using activity theory as an interpretative tool and drawing from techniques of grounded theory, the collected data have been analysed, coded, and categorised, and the findings emerging from this process have been grounded in the data. The findings show the complexity of eLearning environments and emphasise the crucial role that social and historical factors play in shaping participation. The study has shed light on the ways in which students and teachers make sense of the learning activity by exploring the intersection of previous beliefs and understandings with emergent practice, indicating that sometimes the classroom community constructs meaning in differing and conflicting ways. In addition, this inquiry has brought a critical perspective to bear on the use of interactive learning activities, suggesting that the enactment of social epistemologies is both complex and problematic. This has been particularly evident in relation to the credibility of students to act as resources for each other and the pervasiveness of expedient and instrumentalist approaches to participation. Finally, this inquiry adds to the growing body of work that has used activity theory in educational research, finding activity theory well positioned to meet the need for more expansive conceptions of participation in eLearning.

text: An activity theory analysis of social epistemologies within tertiary-level eLearning environments In recent years, eLearning or the use of information and communication technology (ICT) in tertiary-level educational environments has experienced phenomenal growth. There is an extensive body of research that has established the pedagogic value of eLearning. The literature has identified key factors that can afford or constrain participation in learning activities supported by ICT. However, amidst much discussion of the benefits of eLearning, concern has been voiced about the apparent failure of eLearning to transform teaching and learning environments. In response to these concerns, this study intends to examine one aspect of eLearning – the use of learning activities underpinned by social epistemologies and mediated by asynchronous web-based technologies in three blended papers (a combination of face-to-face and ICT-supported modes of delivery) in higher education in New Zealand. More specifically, due to the significant numbers of English as an Additional Language (EAL) learners enrolled in New Zealand tertiary institutions, the study seeks to gain a rich and in-depth understanding of the nature of teacher and EAL learner participation in three mainstream (not English language learning) papers within the disciplines of nursing, management, and applied linguistics. By positioning the study within an activity theory perspective and thereby highlighting mediated activity, this inquiry intends to use an expansive conception of participation that takes account of social, cultural, and historical factors in the local and broader context. To investigate the nature of participation within three eLearning contexts, the research design has been shaped by a qualitative orientation. The study has used a case study approach, an exploratory research question, and inductive procedures, and has drawn from ethnographic and phenomenological research methods to allow the nature of participation to emerge through the experiences of teachers and students. Data have been systematically gathered over a five month period by way of semi-structured interviews, accounts, and observations of face-to-face and online activity. Using activity theory as an interpretative tool and drawing from techniques of grounded theory, the collected data have been analysed, coded, and categorised, and the findings emerging from this process have been grounded in the data. The findings show the complexity of eLearning environments and emphasise the crucial role that social and historical factors play in shaping participation. The study has shed light on the ways in which students and teachers make sense of the learning activity by exploring the intersection of previous beliefs and understandings with emergent practice, indicating that sometimes the classroom community constructs meaning in differing and conflicting ways. In addition, this inquiry has brought a critical perspective to bear on the use of interactive learning activities, suggesting that the enactment of social epistemologies is both complex and problematic. This has been particularly evident in relation to the credibility of students to act as resources for each other and the pervasiveness of expedient and instrumentalist approaches to participation. Finally, this inquiry adds to the growing body of work that has used activity theory in educational research, finding activity theory well positioned to meet the need for more expansive conceptions of participation in eLearning.

year: 2009

title: A commentary on coastal research in New Zealand universities

authors: Kench, Paul S.

subjects: coastal geomorpholog

abstract: University research in coastal geomorphology, processes and management has made a major contribution to the fundamental understanding of coastal systems in New Zealand over the past 43 years. This article examines the growth in university-based coastal research since 1964 and discusses the geographical pattern and themes of this research. Data indicate a significant geographical concentration of research effort and focus on a narrow range of research themes. Underlying reasons for these characteristics of New Zealand coastal research are explored and challenges facing university based research are discussed. Such challenges can be overcome through a more coordinated research effort to realize the huge potential to undertake coastal science of national relevance and international significance.

text: A commentary on coastal research in New Zealand universities University research in coastal geomorphology, processes and management has made a major contribution to the fundamental understanding of coastal systems in New Zealand over the past 43 years. This article examines the growth in university-based coastal research since 1964 and discusses the geographical pattern and themes of this research. Data indicate a significant geographical concentration of research effort and focus on a narrow range of research themes. Underlying reasons for these characteristics of New Zealand coastal research are explored and challenges facing university based research are discussed. Such challenges can be overcome through a more coordinated research effort to realize the huge potential to undertake coastal science of national relevance and international significance.

year: 2008

title: Research note: Empirical analysis of ethnic pay gaps in New Zealand

authors: Cochrane, William

abstract: This research note explores the factors contributing to ethnic pay gaps in New Zealand. The emphasis here is on description, as a causal analysis is beyond the capability of the methods used. The gaps between the average (as well as median) hourly wages for the European workforce relative to Māori and Pacific workers are substantial. A statistical analysis by Treasury in 2018 also showed that the ratio in average hourly wages (based on published survey estimates by Stats NZ) for both ethnic groups relative to European had stayed at a similar level for the last decade; as they state “there has been movement from year to year but no consistent upward or downward trend” (Treasury, 2018, p.1).

text: Research note: Empirical analysis of ethnic pay gaps in New Zealand This research note explores the factors contributing to ethnic pay gaps in New Zealand. The emphasis here is on description, as a causal analysis is beyond the capability of the methods used. The gaps between the average (as well as median) hourly wages for the European workforce relative to Māori and Pacific workers are substantial. A statistical analysis by Treasury in 2018 also showed that the ratio in average hourly wages (based on published survey estimates by Stats NZ) for both ethnic groups relative to European had stayed at a similar level for the last decade; as they state “there has been movement from year to year but no consistent upward or downward trend” (Treasury, 2018, p.1).

year: 2023-10-19