Moving courses online as a catalyst of pedagogical innovation: An activity theory-based view

Abstract

The poster illustrates the use of Activity Theory as an analytical tool for study of pedagogical innovation. This exploration is based on the in-depth study of the process of converting several face-to-face courses to online teaching format in the context of one university. Data from interviews with participants in different roles in the process is analyzed using the activity theory framework. The study findings suggest that exposure to online teaching technologies and methods can act as a catalyst of pedagogical innovation. The poster also illustrates the utility of activity theory for examination of the dynamic processes mixing pedagogy and technology in the complex contexts of higher education institutions.