Context and consciousness: activity theory and human-computer interaction
Context and consciousness: activity theory and human-computer interaction
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
Expansive Visibilization of Work: AnActivity-Theoretical Perspective
Computer Supported Cooperative Work - Special issue: a web on the wind: the structure of invisible work
The knowledge management toolkit: practical techniques for building a knowledge management system
The knowledge management toolkit: practical techniques for building a knowledge management system
Implementing Computer Supported Cooperative Learning
Implementing Computer Supported Cooperative Learning
Activity Theory and System Design: A View from the Trenches
Computer Supported Cooperative Work
Information Systems Development as an Activity
Computer Supported Cooperative Work
Collaboration among designers: analysing an activity for system development
Computer Supported Cooperative Work
Moodle E-Learning Course Development
Moodle E-Learning Course Development
Using Moodle: Teaching with the Popular Open Source Course Management System
Using Moodle: Teaching with the Popular Open Source Course Management System
Combining Activity Theory and Grounded Theory for the Design of Collaborative Interfaces
HCD 09 Proceedings of the 1st International Conference on Human Centered Design: Held as Part of HCI International 2009
Content analysis: What are they talking about?
Computers & Education - Methodological issue in researching CSCL
Activity theoretical analysis and design model for web-based experimentation
HCI'07 Proceedings of the 12th international conference on Human-computer interaction: interaction design and usability
Acting with Technology: Activity Theory and Interaction Design
Acting with Technology: Activity Theory and Interaction Design
An analysis framework of activity context in e-learning environments
Edutainment'10 Proceedings of the Entertainment for education, and 5th international conference on E-learning and games
Digital Cities'03 Proceedings of the Third international conference on Information Technologies for Social Capital: cross-Cultural Perspectives
Requirements determination in a community informatics project: an activity theory approach
OTM'06 Proceedings of the 2006 international conference on On the Move to Meaningful Internet Systems: AWeSOMe, CAMS, COMINF, IS, KSinBIT, MIOS-CIAO, MONET - Volume Part I
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Learning Management Systems LMS are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students' knowledge building, team learning and sharing of knowledge among peers. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component's contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System LMS called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.