Qualitative Content Analysis of Activity Theory, Situated Learning and Cognitive Tools and Introducing an Integrated and Conceptual Model

Fardanesh, Hashem; Maleki, Maede

doi:10.5812/ijvlms.10116

Qualitative Content Analysis of Activity Theory, Situated Learning and Cognitive Tools and Introducing an Integrated and Conceptual Model

Authors

Hashem Fardanesh ¹

Maede Maleki ²

¹ Department of Education Faculty, University of Tarbiat Modares, IR Iran

² University of Tarbiat Modares, IR Iran

10.5812/ijvlms.10116

Abstract

Introduction The aim of this research was to qualitatively analyze the teaching and learning components of socio-cultural constructivism theories such as activity theory, situated learning and cognitive tools and provide a model along with workable examples that can be used by designers, educational experts, and teachers. Methods The method of this study was qualitative content analysis. The study was conducted in 2015. Statistical population was all documents, articles, posts, and reviews written during 1991 - 2014 (100 sources) related to the 3 theories of this study. The content of these resources were selected and analyzed using the purposive sampling method, which extracted categories and sub-categories of documents. Finally, the main components were coded and the conceptual model was developed based on research findings. Results Results of the analysis led to the identification of the components of the integrated and conceptual model. The model consisted of 2 phases that include, analysis of community of practice and designing learning environment that include analysis of tool, analysis of learner, analysis of activity, and several common factors that support all of the learning environment. Conclusions This article introduced a conceptual model for designing of situated learning, activity, and cognitive tools. It may be used in face-to-face, online, and combined environments.

Keywords

Instructional Design

Activity Theory

Situated Learning

Cognitive Tools