| The complexities of the digital age pose challenges to existing instruction technology theory as it applies to a distance learning environment. Existing research in distance education lacks rich qualitative information or holistic analysis that would improve the effectiveness of distance learning environment (McIsaac & Gunawardena, 1996). Through the lens of Activity Theory, this study takes a broad view of an online course and examines the socio-cultural mediators affecting the success of a distance course as well as the systematic tensions that characterize the culture of an online course. The study employed multi-case study methodology. The primary methods of data collection include: interviews with students, instructors, and staffs involved in the implementation of two online courses, online observations, document analysis, and content analysis. This research findings show several key socio-cultural factors, including the competing responsibilities of online learners, the satisfactory performance for online collaboration, the lack of competencies of teaching online, the lack of social structure and sense of community, the balance between "Pull" factor (structure) and "Push" factor (flexibility) in course design, and sociability of technology. The study suggests the theoretical and practical implications of those socio-cultural themes. The study also concludes that the prominent tensions within an online course activity system in this study centered on the contradictions between teaching rules or tools inherited from traditional teaching practice and the new nature of computer-mediated communication. The study indicates a need for transformative practices to establish a new model for effective online learning. Recommendations are provided at both group and organizational levels to balance local tensions that emerged in the implementation of a distance course. |
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