Consciousness and Learning
Cultural-Historical-Activity-Theory in a Course of International Culture in Higher Education
Keywords:cultural historical activity theory, instructional design, consciousness, internalization, self-regulation
This study presents the results of a research project on the interrelation between an instructional design and the application of cultural-historical-activity-theory (CHAT) on a course on International Culture with higher education students. Over a nine-week course, the researcher collected data on some of the students’ course projects and their reflections from a focus group activity. The findings suggest that the interrelation between the course instructional design and CHAT allowed students to gain consciousness of their class work and their own learning as they demonstrated greater command of the course contents as the course progressed. Additionally, from the perspective of CHAT, students’ agency was enhanced by their concept internalization and awareness of the course objectives and learning goals. Finally, self-regulation in teaching and learning emerged as the research stakeholders committed themselves to working towards the configuration of a learning community with a clear sense of rules and further division of labor.
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