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ERIC Number: EJ908138
Record Type: Journal
Publication Date: 2010-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0952-3987
Using Activity Theory to Understand Learning Design Requirements of Patient Self-Management Environments
Schaffer, Scott P.; Reyes, Lisette; Kim, Hannah; Collins, Bart
Educational Media International, v47 n4 p329-342 Dec 2010
Learning designs aimed at supporting transformational change could significantly benefit from the adoption of socio-historical and socio-cultural analysis approaches. Such systemic perspectives are gaining more importance in education as they facilitate understanding of complex interactions between learning environments and human activity. The current study utilizes a framework based on activity theory to examine the system elements underlying patient self-management practices. Specifically, Jonassen and Rohrer-Murphy's task analysis methodology was adapted and literature reviews, expert interviews, and patient survey data were collected to ground the descriptions of system components. Results from this research will be discussed in terms of their contribution to the identification of design requirements for the creation of patient self-management and educational environments. (Contains 7 tables and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A