title: Mediational engagement in E-learning: An Activity Theory analysis

authors: Pahala Gedera, Dilani Sampath

subjects: Learner engagement

abstract: The emergence of educational technologies offers flexible learning opportunities to students. However, the nature of the online learning environment can lead to disengagement and subsequent minimal participation, which present challenges and concerns in relation to students’ learning. Therefore, in order for learners to have positive learning experiences, it is vital to identify factors that affect students’ engagement in online learning environments.

Although the use of learning management systems (LMS) as an asynchronous e-learning platform can influence learner engagement, there is little research on these influences and the ways in which an LMS affects engagement. In addition, studies on students’ perceptions of learning and engagement with synchronous and asynchronous technologies are under-explored. In response to these concerns, this research sets out to gain a better understanding of students’ engagement in e-learning activities. In particular, the study examines mediating factors that affect students’ engagement in e-learning activities in a range of e-learning contexts at the University of Waikato. The study also aims to explore the affordances and constraints of some e-learning tools and their influence on students’ engagement in this context.

The research was carried out in the form of three case studies and students and lecturers of the three courses in three different university departments participated in this study. Qualitative data collection methods used in the research were interviews, observations and document analysis. The data were collected throughout the duration of the courses.

In exploring the factors that affect students’ engagement in e-learning activities and how the various elements operate together, Engstrom’s (1987) Activity Theory was used as the research framework. Activity theory helps describe learning activities, mediating tools, relationships between elements of activity systems and goals and objectives of activities. The constituents of an activity system include subject, object, tools, rules, community and division of labour. An activity system framework allowed this research to examine the relationships between these elements and also the way elements affect each other.

Findings indicated that students’ active participation in the three cases was mediated by the educational technologies, the learning materials, the design of the course and the English language.  The analysis also showed that the lecturers’ technological pedagogical knowledge (TPK) was reflected through the design of the courses and consequently influenced students’ learning. The development of an online learning community also benefitted students’ learning. Some deliberate strategies like creating spaces for communication both in general and in specific modules provided students with opportunities to work collaboratively, share ideas and useful information, and learn from each other. These interactions also facilitated close connections among students. The guidelines that specified information about the format of written or oral presentations, duration or length, level of formality, assessment criteria/marking guidelines and referencing guidelines also acted as a mediator and influenced the way students participated in activities in all three case studies. The analysis also indicated the importance of participants’ responsibilities in their courses. In particular, as a result of lecturers not defining both their roles and those of their students, some misunderstandings, confusions and frustrations occurred. These mediated students’ engagement.

Insights gained from this study related to affordances and constrains of some e-learning tools and their influence on students’ engagement may be of benefit to tertiary educators. The pedagogical strategies that are suggested at the end of this thesis can also be of use to teachers and instructional designers when designing online courses. Overall, the findings confirm the importance of providing appropriate conditions for learner engagement in online learning contexts, and significance of lecturers’ technological pedagogical knowledge on learner engagement and positive learning experiences.

text: Mediational engagement in E-learning: An Activity Theory analysis The emergence of educational technologies offers flexible learning opportunities to students. However, the nature of the online learning environment can lead to disengagement and subsequent minimal participation, which present challenges and concerns in relation to students’ learning. Therefore, in order for learners to have positive learning experiences, it is vital to identify factors that affect students’ engagement in online learning environments.

Although the use of learning management systems (LMS) as an asynchronous e-learning platform can influence learner engagement, there is little research on these influences and the ways in which an LMS affects engagement. In addition, studies on students’ perceptions of learning and engagement with synchronous and asynchronous technologies are under-explored. In response to these concerns, this research sets out to gain a better understanding of students’ engagement in e-learning activities. In particular, the study examines mediating factors that affect students’ engagement in e-learning activities in a range of e-learning contexts at the University of Waikato. The study also aims to explore the affordances and constraints of some e-learning tools and their influence on students’ engagement in this context.

The research was carried out in the form of three case studies and students and lecturers of the three courses in three different university departments participated in this study. Qualitative data collection methods used in the research were interviews, observations and document analysis. The data were collected throughout the duration of the courses.

In exploring the factors that affect students’ engagement in e-learning activities and how the various elements operate together, Engstrom’s (1987) Activity Theory was used as the research framework. Activity theory helps describe learning activities, mediating tools, relationships between elements of activity systems and goals and objectives of activities. The constituents of an activity system include subject, object, tools, rules, community and division of labour. An activity system framework allowed this research to examine the relationships between these elements and also the way elements affect each other.

Findings indicated that students’ active participation in the three cases was mediated by the educational technologies, the learning materials, the design of the course and the English language.  The analysis also showed that the lecturers’ technological pedagogical knowledge (TPK) was reflected through the design of the courses and consequently influenced students’ learning. The development of an online learning community also benefitted students’ learning. Some deliberate strategies like creating spaces for communication both in general and in specific modules provided students with opportunities to work collaboratively, share ideas and useful information, and learn from each other. These interactions also facilitated close connections among students. The guidelines that specified information about the format of written or oral presentations, duration or length, level of formality, assessment criteria/marking guidelines and referencing guidelines also acted as a mediator and influenced the way students participated in activities in all three case studies. The analysis also indicated the importance of participants’ responsibilities in their courses. In particular, as a result of lecturers not defining both their roles and those of their students, some misunderstandings, confusions and frustrations occurred. These mediated students’ engagement.

Insights gained from this study related to affordances and constrains of some e-learning tools and their influence on students’ engagement may be of benefit to tertiary educators. The pedagogical strategies that are suggested at the end of this thesis can also be of use to teachers and instructional designers when designing online courses. Overall, the findings confirm the importance of providing appropriate conditions for learner engagement in online learning contexts, and significance of lecturers’ technological pedagogical knowledge on learner engagement and positive learning experiences.

year: 2014

title: Solvent abuse in New Zealand: Descriptive data

authors: Britt, Eileen F.

abstract: The aims of this study were to develop and evaluate an assessment procedure and to use this instrument to gather descriptive data on solvent abuse in New Zealand. The Solvent Abuse Questionnaire (SAQ) was devised to identify type of solvent abuse. Its psychometric properties were established using samples of 41 solvent abusers and 15 non-abusers. Findings suggest that the SAQ has potential to accurately discriminate different types of solvent abuser and thus to serve as a guide to appropriate treatment. Descriptive data obtained from subjects ' responses to the questionnaire suggests that the solvent abusing sample shared many characteristics with solvent abusers described in previous research on solvent abuse, both overseas and in New Zealand. Furthermore, the solvent abusing subjects appeared different to the non-abusing subjects, reporting more feelings of depression and self-dislike, and more potential side-effects of solvent abuse (i.e. impaired concentration, frequent nasal discharge, nose-bleeds).

text: Solvent abuse in New Zealand: Descriptive data The aims of this study were to develop and evaluate an assessment procedure and to use this instrument to gather descriptive data on solvent abuse in New Zealand. The Solvent Abuse Questionnaire (SAQ) was devised to identify type of solvent abuse. Its psychometric properties were established using samples of 41 solvent abusers and 15 non-abusers. Findings suggest that the SAQ has potential to accurately discriminate different types of solvent abuser and thus to serve as a guide to appropriate treatment. Descriptive data obtained from subjects ' responses to the questionnaire suggests that the solvent abusing sample shared many characteristics with solvent abusers described in previous research on solvent abuse, both overseas and in New Zealand. Furthermore, the solvent abusing subjects appeared different to the non-abusing subjects, reporting more feelings of depression and self-dislike, and more potential side-effects of solvent abuse (i.e. impaired concentration, frequent nasal discharge, nose-bleeds).

year: 1986

title: Lavinia and Henry Dunbar Johnson

authors: Hart, Philip

abstract: Rawinia Manukau, of Ngati Tamatera, married Henry Dunbar Johnson in 1868, when aged 21. Johnson had been a storekeeper at Coromandel from 1863 onwards and after 1866 had the first store at the site of the future Paeroa. In both places, but particularly in the latter, there was always the fear of conflict with the local Maori population, despite his being protected by a rangatira. After spending time at the new Thames goldfield, from 1871 onwards he was a partner in another Paeroa store, being able to erect a house because a rangatira related to his wife wished her to settle there. Lavinia (as she was known to Pakeha) obtained interests in several blocks of land in Ohinemuri, and her husband also acquired some land for a farm. He prospected Karangahake mountain from 1866 onwards, despite Maori opposition, and in 1875 and the following year actively mined there, unprofitably; Lavinia was not involved with this field, but did acquire interests in two claims when the Te Aroha one opened.
A petty squabble with a Thames neighbour resulted in Lavinia telling the latter to go back to England – she was feisty in defending her heritage. Through his marriage and close contact with Maori, Johnson understood and admired the Maori language, leading to his being appointed a licensed interpreter in 1872. After being a leading pioneer of Paeroa, in 1879 he went to Wellington to work in the Native Office, leaving his wife and family behind for a while; after then she was employed by Pakeha as a nurse and midwife. 
In 1885 Johnson was appointed to oversee the development of Rotorua, where he attempted to have Maori children educated (as his own were) and had to cope with the aftermath of the 1886 Tarawera eruption. Retrenched in 1888, he farmed for a while on his wife’s land at Te Aroha West, becoming involved in local issues and local politics. During the 1890 he obtained more official positions, and from 1896 to 1906 was a land court judge.
The Johnson family was well integrated into the dominant culture, all his daughters marrying Pakeha apart from one who married a ‘half-caste’ who had been brought up as a Pakeha. Johnson was not a Pakeha Maori in the original sense, but was accepted by Maori when living in Paeroa and as a judge tried to be kind to poverty-stricken Maori, although in time he viewed Maori as becoming lazy compared with those he had lived amongst during his first two decades in New Zealand.

text: Lavinia and Henry Dunbar Johnson Rawinia Manukau, of Ngati Tamatera, married Henry Dunbar Johnson in 1868, when aged 21. Johnson had been a storekeeper at Coromandel from 1863 onwards and after 1866 had the first store at the site of the future Paeroa. In both places, but particularly in the latter, there was always the fear of conflict with the local Maori population, despite his being protected by a rangatira. After spending time at the new Thames goldfield, from 1871 onwards he was a partner in another Paeroa store, being able to erect a house because a rangatira related to his wife wished her to settle there. Lavinia (as she was known to Pakeha) obtained interests in several blocks of land in Ohinemuri, and her husband also acquired some land for a farm. He prospected Karangahake mountain from 1866 onwards, despite Maori opposition, and in 1875 and the following year actively mined there, unprofitably; Lavinia was not involved with this field, but did acquire interests in two claims when the Te Aroha one opened.
A petty squabble with a Thames neighbour resulted in Lavinia telling the latter to go back to England – she was feisty in defending her heritage. Through his marriage and close contact with Maori, Johnson understood and admired the Maori language, leading to his being appointed a licensed interpreter in 1872. After being a leading pioneer of Paeroa, in 1879 he went to Wellington to work in the Native Office, leaving his wife and family behind for a while; after then she was employed by Pakeha as a nurse and midwife. 
In 1885 Johnson was appointed to oversee the development of Rotorua, where he attempted to have Maori children educated (as his own were) and had to cope with the aftermath of the 1886 Tarawera eruption. Retrenched in 1888, he farmed for a while on his wife’s land at Te Aroha West, becoming involved in local issues and local politics. During the 1890 he obtained more official positions, and from 1896 to 1906 was a land court judge.
The Johnson family was well integrated into the dominant culture, all his daughters marrying Pakeha apart from one who married a ‘half-caste’ who had been brought up as a Pakeha. Johnson was not a Pakeha Maori in the original sense, but was accepted by Maori when living in Paeroa and as a judge tried to be kind to poverty-stricken Maori, although in time he viewed Maori as becoming lazy compared with those he had lived amongst during his first two decades in New Zealand.

year: 2016