abstraCt The implementation of Online Synchronous Learning (OSL) poses many challenges to existing instruction technology theory because of the complexity of the digital age. Although many studies have been carried out for an OSL, there is little evidence of OSL for teaching language learning. This is especially so when it involves multiple cultural perspectives. This chapter describes the impl...

Second-generation cultural-historical activity theory, which drew its inspiration from Leont’ev’s work, constituted an advance over Vygotsky’s first-generation theory by explicitly articulating the dialectical relation between individual and collective. As part of an effort to develop thirdgeneration-historical activity theory, I propose in this article a way in which emotion, motivation, and i...

Abstract This study investigates how cultural-historical activity theory (CHAT) and non-affirmative of education (NAT) position themselves regarding the questions normativity, ontology, epistemology. The reason for choosing these three issues as a point departure comparative is that they highlight interrelated dimensions educational research are related to practice. amalgamation theories presen...

Cultural-historical psychology as it was developed in the 1930s by L.S. Vygotsky, A.N. Leont’ev, and A.R. Luria addresses the psychological development and dy’namics of the societal individual. This approach understands the individual mind and psyche in relation to forms of social activity in common practices. As proposed by the theory of activity (e.g. Leont’ev 1978), human activity typically ...

Activity theory seeks to analyze development within practical social activities. Activities organize our lives. In activities, humans develop their skills, personalities, and consciousness. Through activities, we also transform our social conditions, resolve contradictions, generate new cultural artifacts, and create new forms of life and the self. The legitimacy of activity theory as a unified...

This paper takes an historical overview of the field of Human-Computer Interaction. It describes how the cognitive psychology emphasis on user involvement in systems development of the 1980s reached its limit by the early 1990s. At this point the focus shifted onto support for the tasks of users using computer-based systems in real contexts, a focus that ideally suits the mobile, ubiquitous and...

This paper takes an historical overview of the field of Human-Computer Interaction. Itdescribes how the cognitive psychology emphasis on user involvement in systemsdevelopment of the 1980s reached its limit by the early 1990s. At this point the focus shifted onto support for the tasks of users using computer-based systems in real contexts, a focus that ideally suits the mobile, ubiquitous and s...

Our recent research investigated the experiences of educators teaching statistics as service courses at universities. We conducted interviews by email with participants from many countries and whose teaching reflects diverse settings, student groups and disciplines—a microcosm of higher education today. We now focus on the tools, artefacts and resources respondents identified as critical to dev...