Author ORCID Identifier
Shadi Esnaashari: https://orcid.org/0000-0001-9522-9657
Lesley Gardner: https://orcid.org/0000-0002-3236-0938
Michael Rehm: https://orcid.org/0000-0002-9800-6405
Abstract
This exploration of students’ perceptions of educational tools within blended learning environments is framed by the third generation of Activity Theory (AT), which highlights systemic contradictions. This study explores the manifestation of these contradictions in the effectiveness and integration of educational tools. Drawing on qualitative data from interviews and observations in a tertiary education setting, the analysis identifies fundamental contradictions between student engagement and tool use, the alignment of educational tools with student needs, and the congruence between lecturer expectations and student performance. Findings underscore the necessity for adaptable educational tools that can meet diverse student needs, as well as the critical role of lecturer engagement on digital platforms to enhance student interaction. This research enriches the theoretical application of AT in educational settings and provides practical insights for enhancing blended learning environments.
Recommended Citation
Esnaashari, S., Gardner, L., & Rehm, M. (In press). Students’ Perceptions of Educational Tool Use in a Blended Learning Environment: An Activity Theory Perspective. Communications of the Association for Information Systems, 56, pp-pp. Retrieved from https://aisel.aisnet.org/cais/vol56/iss1/4
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