Using Web 2.0 technologies for designing CSCL activities can empower students to achieve the above objectives. As an instructor of Arabic as a foreign language (AFL) in The American University in Cairo, I was motivated to design CSCL activities for reaching the above objectives, but before designing such activities, I wanted to review the literature. I used a selection approach strategy that depend on the following: 1) type of study; 3) range of years; and 4) inclusion and exclusion criteria.
Context and other social factors interact and affect technology usage and application; therefore, it is important to understand its role in context (Pohio 2016). Activity theory as a theoretical framework is used for:
– Understanding the use of technology in context and identifying tensions for changing the nature of an activity by enhancing it further (Yamagata-Lynch 2010).
– Providing a systematic approach for data collection to build themes.
For the above reasons, I chose AT for achieving the above objectives and as a guide for answering the following research questions:
1- What are the Web 2.0 technologies used in CSCL FLL activities and their objectives in mediating those activities?
2- What are the learning outcomes behind these Web 2.0 technologies in CSCL FLL activities?
3- What are the social structures of the CSCL FLL activities that used Web 2.0 technologies?
4- What are the tensions that emerged from using these Web 2.0 technologies in CSCL FLL activities?
In conclusion, my paper is mainly concerned with empowering students using technology and that is related to the first theme of the conference. The results of my narrative literature review will help instructional designers and practitioners design and apply CSCL activities in FLL settings. Finally, the outcomes will be presented as follows:
1- Summary of the results of twenty-seven reviewed articles in reference to AT for answering the research questions.
2- Gaps using a strategy proposed by Alvesson and Sandberg (2013) like:
- confusion spotting
- neglect spotting
- application spotting
Alvesson, M., & Sandberg, J. (2013). Constructing research questions: Doing interesting research. London: SAGE.
Jones, C. (2015). Networked learning: An educational paradigm for the age of digital networks. Cham, Switzerland: Springer.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. Computer-Supported Collaborative Learning, 4, 5-20. doi: 10.1007/s11412-008-9056-2
Pohio, K. (2016). Activity theory tools. In D. S. P. Gedera & P. J. Williams (Eds.), Activity theory in education, 153-165. The Netherlands: Sense Publishers.
Yamagata-Lynch, L. C. (2010). Activity Systems Analysis Methods Understanding Complex Learning Environments. Boston, MA: Springer US.