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Pedagogical Distance: Explaining Misalignment in Student-Driven Online Learning Activities Using Activity Theory
- Source :
-
Teaching in Higher Education . 2015 20(3):300-312. - Publication Year :
- 2015
-
Abstract
- This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between the codified curriculum plan and its actual enactment, and a misalignment of interpretations of the object by different participants in the activity. We name this "pedagogical distance". We argue that a teaching presence is important to guide both student and tutor interpretations of the learning task, and offer suggestions for decreasing pedagogical distance.
Details
- Language :
- English
- ISSN :
- 1356-2517
- Volume :
- 20
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Teaching in Higher Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1054583
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1080/13562517.2014.1002393