Moving between workplace and online learning spaces

An activity theory perspective

Abstract

In recent years, blended learning has experienced significant growth in higher education; however, there is a need to gain a deeper and richer understanding of the interplay between face-to-face and online learning spaces in order to inform the design of blended learning settings. The intent of this paper is to offer new perspectives on blended learning within vocationally-oriented programmes by drawing on the concepts of activity theory (Engeström, 2001) and epistemic frames (Shaffer, 2004). The paper reports on a doctoral study which explored how English as an Additional Language (EAL) learners experienced the interplay between face-to-face learning experiences in workplace contexts and an online discussion activity within an undergraduate nursing course. The findings suggest that enabling the appropriation of resources across the boundaries of face-to-face and virtual spaces should be a key issue in the design of learning activities in blended learning settings.