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The pandemic forced higher education online, highlighting the importance of interactivity in virtual learning. Cultural-historical activity theory offers a framework for enhancing online teaching practices and student engagement.

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Area of Science:

  • Educational Technology
  • Online Learning Pedagogy
  • Higher Education Studies

Background:

  • The COVID-19 pandemic necessitated a rapid shift to online instruction in higher education.
  • Effective online teaching requires transforming face-to-face content for virtual environments.
  • Facilitating interactivity is crucial for engagement, social interaction, and active learning in online courses.

Purpose of the Study:

  • To explore the role of interactivity in online teaching and learning.
  • To apply cultural-historical activity theory as an analytical lens for online education.
  • To provide strategies for instructors to maximize instructional practices in e-learning.

Main Methods:

  • Utilizing cultural-historical activity theory to analyze online course design.
  • Examining the learning management system as a boundary object.
  • Synthesizing examples of interactivity and their implications for practitioners.

Main Results:

  • The learning management system can serve as a facilitative boundary object for online transitions.
  • Cultural-historical activity theory provides a framework for re-envisioning online interactions.
  • Effective online teaching involves repurposing resources and tools to maximize engagement.

Conclusions:

  • Interactivity is a key component for successful online and hybrid learning environments.
  • Adopting theoretical frameworks like cultural-historical activity theory can guide the enhancement of online pedagogy.
  • Strategies for maximizing instructional practices are essential for knowledge mobilization in distance education.