Blended Learning implementation challenges in the Languages Undergraduate Course on the grounds of the Activity Theory Adolfo Tanzi Neto - TEED/ PUCSP Angelita Quevedo – TEED/ PUCSP Abstract: The ongoing research has been developed since 2009 on the grounds of the Activity Theory (Engeström, 1987) in the Language Learning Undergraduate courses of the Pontifical Catholic University of São Paulo. Having the activity theory as its main theoretical background, our objective is a) to investigate the contradictions in the activity of implementing blended-learning disciplines from the point of view of the student, b) to analyze the virtual language learning students’ profile as far as the competences and skills needed for learning in digital environments, c) to identify the most frequent contradictions in the activity system and d) to suggest improvements that could be implemented in the system in focus. Our research context deals with first-year students in their first e-learning discipline: Digital technologies and our data is based on the relations that have appeared in the activity system. A preliminary analysis has identified three types of virtual students’ profiles and the existence of primary and secondary contradictions as to the subject, tool and rules vertices. Key words: Activity Theory, blended learning, learning virtual environments Information and Communication technologies have been transforming our social relations in the world of work, entertainment and school. They are important tools for research, education and social relationships. From the point of view of the Activity Theory (Leontiev, 1978; Engeström, 1987, 1997; Cole, 1997; Davydov, 1999), we could say we are facing the challenge of appropriating new cultural and material tools. As a consequence, we face new forms of thinking and understanding the world, new ways of solving problems, of living and acting in virtual communities, of searching for information and of building knowledge. Blended-learning has been implemented in some Brazilian university institutions as a tertiary contradiction and consequently, the undergraduate student has been forced to deal with this new situation. The Languages Undergraduate course of the Pontifical Catholic University of São Paulo has introduced eight blended-learning disciplines in the Language curriculum since 2006. By implementing this kind of learning we have the opportunity to form qualified future teachers that will be able to deal with technology in their professional lives. This paper is based on a research that has been carried out in the undergraduate Language Course of the Pontifical Catholic University of São Paulo. Having the activity theory as its main theoretical background, our objective is a) to investigate the contradictions in the activity of implementing blended-learning disciplines from the point of view of the student, b) to analyze the virtual language learning students’ profile as far as the compete

1. Blended Learning Implementation
Challenges in the Languages
Undergraduate Course on the Grounds of
the Activity Theory
Angelita Quevedo / Adolfo Tanzi Neto
CEAD/ PUCSP/ TEED
ISCAR Rome 2011

2. PresentationStructure
INTRODUCTION
RESEARCH SETTINGS
METHODOLOGICAL PROCEDURES
FINDINGS
CONSIDERATIONS

4. Challenge of appropriating new cultural and material
tools
Work School Entertaining
Information and Communication technologies
Research and social relations

5. New forms of
Solving
problems and
searching for
Thinking and
information
understanding
the world
Living and
acting in
virtual
communities
Building knowledge

7. 2007- today :B-learning Research based on AT

8. Objectives:
To identify the
To investigate To analyze the
most frequent
the virtual language
contradictions in
contradictions in learning To suggest
the activity
the activity of students’ profile improvements
system and
implementing as far as the that could be
suggest
blended- competences implemented in
improvements
learning and skills needed the system in
that could be
disciplines from for learning in focus.
implemented in
the point of view digital
the system in
of the student. environments.
focus.

9. Participants
 96 first-year Languages Undergraduate
students enrolled in the discipline: Digital
Technologies, distributed in 5 digital classes
 Morning group: 41
 Evening group: 55

10. Research Activity System

12. Data collection based on
 Written messages posted in
 Forum: Expectations [FE]
1. Have you ever done a distant course before? Have you
ever studied with the help of Internet? How was your
experience?
2. What are your expectations to this discipline? What are
your worries?
 Forum: Help [FH]
 Forum: Small Talk [FST]

13. Data collection based on
 Assessment given by the teachers:
 Tasks
 Participation in 3 forums
 Group work
 Final test

14. Analysis procedures
 Contradictions found in the activity system
 Focus on Primary and Secondary [most frequent
ones]
 Semantic Content analysis made on the
students’ messages
 Students’ performance assessed by their
teachers throughout the discipline

16. Contradictions found in the activity system
Primary Secondary
 Low personal value to  Tools: Learning Virtual
distant courses X social Environment [Moodle]/
demand value computers
 Communication between
teacher-student
 Rules: tasks [delivery
schedule, correction,
grades]; amount of time
spent to study

17. Primary Contradiction
 Students think distant learning is not to be seen as
serious learning
Morning group [41 students] Evening group [55 students]
47% 32%
Less computer-literate
 Evening group: age, social-economic
status, computer literacy, Internet skills
 Morning group: internet focus shift – entertainment
to study.

18. Secondary Contradictions
 Subject-tools
 Computer to entertain X to study
 Level of computer literacy and Internet skills
 Course design
 VLE Interface
 Subject-Labor division
 Communication [teacher-students]: students felt
teachers’ communication could be more frequent
 Subject-Rules
 Amount of time required to study

19. Students’ profiles/ attitudes towards B-learning
Initial profile definition
Initial profile definition
Open Open
Semi- Semi-
Open Open
Closed Closed

20. Students’ profile/ attitudes
Open “...foruns are really helpful to make people at ease, because I
Positive hardly speak in class. I write a loooooooottttt in foruns
adjectives and Hahahahahahahaha. Sorry for my long texts.”
expressions
towards Distant “the most interesting aspect of distant courses is that due to
Learning [DL] the fast technology development we can really have access
to content from anywhere !”
Semi-Open “ I still wonder how personal interaction will be during the
Words and course...”
expressions that “I believed that this kind of course [distant course] wouldn’t be
show some worthwhile.”
restrictions to DL
Closed “I believe that distant courses can never substitute traditional
Negative classes.”
adjectives and “Distant learning doesn’t contribute to teacher-student
expressions relationship. Teacher-student relationship is cold and distant.
towards DL Don’t tell me that the teacher communicates more … a contact
made via machine is not a real contact….”

21. Evening group – teacher C
12%
41%
47% Aberto
Open
Evening group – teacher D
Semi-open
Semi-aberto
Closed
Fechado
21% 53%
Evening group – teacher E
26%
10%
35%
55% Aberto
Open Semi-open
Semi-aberto
Fechado
Closed
Aberto
Open
Semi-aberto
Semi-open
Fechado
Closed

22. Profile/attitude influence throughout the course
1st. Webquest 1st. Test Final Test Participation Final Grade

23. Closed attitude – student overcomes negative attitude and passes the
discipline
Module 1 Module 2 1st. Test Module 3 Module 4 Final Grade

24. Semi-open: helped by community to overcome fear and insecurity felt at
the beginning
1st. Webquest 1st. Test Final Test Participation Final Grade

25. Open attitude: difficulties with VLE and computers – helped by community
Module 1 Module 2 1st. Test Module 3 Module 4 Final Grade

27. Some considerations
 Importance of the virtual learning community
 Interaction among its members
 Help to overcome difficulties
 Element of transformation [students’ initial
attitudes towards B-learning]
 Importance of the course design adopted
 Language instructions
 Resources used [Agenda, forums, chat, etc.]
 Teacher’s mediation skills

28. Thanks!
angelita.quevedo@pucsp.br
professor.tanzi@gmail.com