Sage without a stage: A cultural historical activity theory perspective on E-teaching in web-based, high-school classrooms
This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers‟ activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an orga...
| Main Authors: | , |
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| Format: | Article in Journal/Newspaper |
| Language: | English |
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Athabasca University Press
2009
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| Online Access: | https://research.library.mun.ca/2448/ https://research.library.mun.ca/2448/1/Sage_without_a_Stage_Expanding_the_Object_of_Teaching_in_a_Web-Based_High-School_Classroom.pdf https://research.library.mun.ca/2448/3/Sage_without_a_Stage_Expanding_the_Object_of_Teaching_in_a_Web-Based_High-School_Classroom.pdf http://www.irrodl.org/index.php/irrodl/issue/view/36 |
| Summary: | This paper reports on a study that uses cultural historical activity theory (CHAT) to make sense of e-teachers‟ activity in a context of high-school distance education. Data collection involved semi-structured interviews with 13 e-teachers as well as seven management and support personnel in an organization responsible for the design and delivery of high-school distance education in the province of Newfoundland and Labrador, Canada. As well, the authors conducted a second round of interviews with 12 of the 13 teachers. Findings revealed that the traditional metaphor of teacher as „sage on the stage‟ ceased to have a reference point in the distributed online classroom. The e-teachers were widening the object of their activity to include less teacher-centered forms of learning that involved more student independence. |
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