Collaboration in online discussion forums: An activity theory-driven model for managing socio-cultural influences, illustrated by a case study

Abstract

Online discussion forums provide teachers and learners with powerful opportunities for collaborative teaching and learning. In open distance learning environments, a forum brings together students from diverse cultural backgrounds, and the fragility of social processes cannot be ignored. This article reports on the application of an Activity Theory-driven model that was specifically developed to manage sociocultural influences that impact on forum collaboration. Using a case study approach and data collected from quantitative and qualitative sources, the article provides a narrative account of the facilitator’s experiences in managing the forum component of a 2nd-year Internet Programming module offered at the University of South Africa. Use of the model fostered informed and consistent decisions about the objects and goals of the forum, and helped the facilitator define teaching, cognitive and social strategies appropriate to the student profile.