Tool mediation and learner engagement

An Activity Theory perspective

Abstract

Integration of educational technologies in teaching and learning has changed the nature of face-to-face learning. Educational technologies that include LMSs generally offer powerful tools that can be used in enhancing teaching and learning experiences. However, it is not clear to what extent LMSs affect learner engagement in universities. With this focus, this article aims to explore the factors that affected students’ engagement with e-learning activities facilitated by Moodle in a blended learning course in a university in New Zealand. With Activity Theory as its research framework, the research methods of this study include individual interviews, online and face-to-face observation of activities and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the university learning management system— Moodle and other tools affected students’ active participation in learning activities in this course. The article also offers some pedagogical strategies that can be of use to teachers and instructional designers when designing online courses.