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Using Activity Theory to Conceptualize Online Community and Using Online Community to Conceptualize Activity Theory
Abstract
In this article we describe the evolving structure of the Inquiry Learning Forum (ILF), a sociotechnical interaction network (STIN) designed to support a Web-based community of in-service and preservice mathematics and science teachers sharing, improving, and creating inquiry-based pedagogical practices. Specifically, we apply activity theory as an analytical lens for characterizing the process of designing and supporting the implementation of this online community. Our findings lend support for three implications. First, activity theory can provide a useful analytical tool for characterizing design activity, especially in terms of illuminating the challenges of designing something like community. Second, as one moves toward trying to design a community, particularly one in which the members will be expected to engage in new practices that challenge their current culture, many tensions emerge. Third, consideration of the ILF as a STIN was a necessary conceptual step in our understanding of the ILF and the transactional nature of people and tools. It is our conception that activity theory and STIN are synergistic theoretical frameworks that, when taken together, can provide a richer view of design activity and community functioning than either can offer in isolation.
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“An AT perspective on the study of integration of new technologies in education shifts from a focus on tools themselves to tool use (e.g., Benson et al., 2008), or, as Barab et al. (2004) explain, from tools' 'usability' to their 'sociability.'”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Barab et al., 2004
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MethodCritical Design Ethnography: Designing for Change
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Self-citationCo-reflection in online learning: Collaborative critical thinking as narrative
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“While activity theory has been shown to be an appropriate means to systematically assess the variables in the sociocultural environment that influence learning (e.g., Barab, Schatz, & Scheckler 2004; Issroff & Scanlon, 2002), it is less helpful for examining the process of learning.”
BackgroundActivity Theory As a Lens for Characterizing the Participatory Unit.
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“8 Wenger (1998) proposed an extensive list of characteristics of a community of practice, and Barab, Schatz, and Scheckler (2004) proposed eight critical characteristics of online communities.”
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“Our research builds on prior work using Activity Theory to examine technology-centered learning (e.g., Barab et al., 2004; Blin, 2004; Brine & Franken, 2006; Iss-roff & Scanlon, 2002; Murphy & Rodriguez-Manzanares, 2008).”
MethodA review of empirical research on blended learning in teacher education programs
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“Activity theory has been used as a theoretical and an analytical framework for examining design and development of technology-supported courses, human-computer interaction , and online and blended learning communities (Barab et al. 2004; Karasavvidis 2009).”
BackgroundMethodAntoniadou, V. (2011) · ReCALL · doi:10.1017/s0958344011000164 · Cited by 84
“As Barab et al .”
BackgroundUnderstanding customer participation in online brand communities
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“, 2004; Scacchi, 2005], a framework [Barab et al., 2004; Eschenfelder & Chase, 2002; Scacchi, 2005], and a post hoc heuristic tool [Eschenfelder & Chase, 2002].”
BackgroundMethodUsing activity theory to evaluate and improve K-12 school and university partnerships.
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“In the second generation, Activity Theory goes beyond the consideration of individual actions to the consideration of activities within a social, historical context (Barab et al., 2004; Collis and Margaryan, 2004; Engestro¨m, 2004; Issroff and Scanlon, 2002).”
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“…systems analysis has been used in educational technology contexts to examine the benefits and challenges of using technology to support learning (Barab et al., 2004; Blin, 2004; Brine and Franken, 2006) as it enables researchers to study collective meaning-making processes (Yamagata-Lynch and…”
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“Barab et al. (2004) argue that activity systems theory provides an opportunity for “the designer to look beyond the immediate operation or action level and to understand the use of the designed tool in terms of more comprehensive, distributed, and contextualized activity” (p. 203).”
Co-creation and online learning
Stoten, D. W., Oliver, S., O’Brien, J., & Swain, C. G. (2017) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-06-2017-0068 · Cited by 11
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“For example, achieving sensing technology independence often involves having to use exter-nal hardware in the environment with large interactive surfaces that are normally fixed in place (Dohse et al. 2008; Clayphan et al. 2013; Murugappan et al. 2012; Barab et al. 2004; Annett et al. 2011).”
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“…but also on a mutual and larger task, within a community, achieving the challenge of having a space for exchange within the community, which authors have mentioned using means of interaction such as discussion forums (Barab et al., 2004), which now is possible to carry out through social networks.”
BackgroundCONTEXT OF ARGUMENTATION WITH A ROLE-PLAYING BOARD GAME - AN ACTIVITY THEORY PERSPECTIVE
TAN, E.-M., Jan, M., & TAN, S.-H. (2022) · Research and Practice in Technology Enhanced Learning · doi:10.58459/rptel.2013.8245-276
Montes, P. A. G., Martínez, J. S., & Romero, A. (2022) · Ikala: Revista de Lenguaje y Cultura · doi:10.17533/udea.ikala.v27n1a06 · Cited by 3
“Therefore, we aligned with Barab & Scheckler (2004) that contradictions occurred in the “exchange value of what is learned” and in the “use value of learning when addressing real-world problems” (p. 80).”
BackgroundDigital Libraries for Open Science: Using a Socio-Technical Interaction Network Approach
Beamer, J. E. (2019) · Italian Research Conference on Digital Library Management Systems · doi:10.1007/978-3-030-11226-4_10 · Cited by 3
Online Case Discussions: Tensions in Activity Systems
Suthers, D., Yukawa, J., & Harada, V. H. (2006) · International Conference on Advanced Learning Technologies · doi:10.1109/icalt.2006.247 · Cited by 3
“Like Barab et al. (2004), we find that multiple analytic models are needed. Activity theory provides a structural model within which tensions are to be identified, but additional guidance is needed to analyze these tensions. Our analysis incorporates the dualities of Wenger’s (1998) communities of practice (CoP) model.”
BackgroundInfluentialTransformative phygital service research (TPSR): an agenda for future research
Shabnam, S., Roy, S. K., Roten, Y. S., Singh, G., Suh, T., & Li, H. (2026) · Journal of Services Marketing · doi:10.1108/jsm-09-2025-0679 · Cited by 2
Zellner, K. A., Sarcevic, A., Barnouw, M., Krentsa, M. A., Sullivan, T. M., Kim, M. S., & Burd, R. S. (2025) · Proceedings of the ACM on Human-Computer Interaction · doi:10.1145/3701195 · Cited by 1
Towards a Framework for Integrating Digital Portfolios into Teacher Education
Chye, S. (2021) · TechTrends · doi:10.1007/s11528-021-00646-0 · Cited by 4
Analysing the Factors That Influence Tag Choice Based on Semiotic Analysis and Activity Theory
Elhussein, M., & Nakata, K. (2012) · International Conference on Social Informatics · doi:10.1109/socialinformatics.2012.78 · Cited by 2
Petrucco, C. (2019) · Project and Design Literacy as Cornerstones of Smart Education · doi:10.1007/978-981-13-9652-6_17 · Cited by 2
Wikis as Tools for Enhancing Interaction and Fulfilling Expectations of Modern Learning Theories
Karipidis, N., & Prentzas, J. (2018) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-5225-3229-3.ch008 · Cited by 2
Stamoulis, E., & Plakitsi, K. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6091-317-4_6 · Cited by 2
Rodman, L., Trespalacios, J., Lowenthal, P. R., & Shelton, B. E. (2021) · Quarterly review of distance education · doi:10.1108/qrde-02-2021-0003
Observação e Design-Based-Research em contextos online
Pereira, A., Cardoso, T., Monteiro, V., & Pombo, C. (2021) · A Prática Na Investigação Qualitativa Experiências De Grupos De Investigação - La Práctica En Investigación Cualitativa Experiencias De Grupos De Investigación · doi:10.36367/ntqr.5.2021.57-70 · Cited by 1
Informing Work Interaction Design by 3rd Generation Activity Theory
Hemmecke, J., & Stary, C. (2018) · IxD&A · doi:10.55612/s-5002-037-005 · Cited by 1
Abdullah, Z. B., & Said, M. N. H. M. (2015) · International Conference on Learning and Teaching in Computing and Engineering (LaTICE) · doi:10.1109/latice.2015.48 · Cited by 1
“Researchers [44-48] have used Activity Theory to study the design and implementation of learning supported by technology in various communities of practice [49].”
MethodMurphy, E., & Rodríguez-Manzanares, M. A. (2018) · IGI Global eBooks · doi:10.4018/978-1-5225-5472-1.ch098 · Cited by 1
Open Innovation via firm-hosted user communities: A Community of Practice perspective
Randhawa, K., Josserand, E., & Schweitzer, J. (2015) · Academy of Management Proceedings · doi:10.5465/ambpp.2015.17208abstract · Cited by 1
“Research on Virtual CoPs (VCoPs) suggests they are organic, emergent structures constituted and reconstituted through interactions among community members, and between community and members of the larger institutional environment (Ardichvili et al., 2003; Barab et al., 2004; Henri & Pudelko, 2003; Hung & Nichani, 2002…”
BackgroundTrends in Distance Education: Theories and Methods
Karataş, S., Özcan, S., Polat, E., Yılmaz, Y., & Topuz, A. C. (2014) · Advances in mobile and distance learning book series · doi:10.4018/978-1-4666-5162-3.ch010 · Cited by 1
Salam, U. (2012) · IGI Global eBooks · doi:10.4018/978-1-4666-0011-9.ch504 · Cited by 1
Connecting Conversations about Technology, Learning, and Identity
Ching, C. C., & Foley, B. J. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139027656.002 · Cited by 2
Blended Learning and Professional Development in the K-12 Sector
Riverin, S. (2009) · doi:10.4018/978-1-60566-296-1.ch010 · Cited by 1
Metadata
- Authors
- Barab, S., Schatz, S., & Scheckler, R.
- Affiliations
- Indiana University Bloomington (US)
- Venue
- Mind, Culture, and Activity
- Publisher
- Informa UK Limited
- Published
- 2004-02
- Volume
- 11
- Issue
- 1
- Pages
- 25-47
- ISSN
- 1074-9039 (ISSN-L)
- 1532-7884
- OpenAlex
- W2055360708
- Cited by
- 167
- References
- 0
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 5 · 2023: 3 · 2022: 4 · 2021: 6 · 2020: 4 · 2019: 10 · 2018: 8 · 2017: 6 · 2016: 11 · 2015: 9 · 2014: 8 · 2013: 20 · 2012: 10
- FWCI
- 12.92
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mind Culture and Activity (publishedVersion)
- Funders
- American Educational Research Association
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- activity theory, online communities, design activity, community design, inquiry-based teaching, science and mathematics teachers, online learning communities
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