In this paper we offer a view of case discussions in an online learning environment based on activity theory, which allows us to analyse the inherent contradictions in students' learning activities. We see activity theory as a first step towards structuring the complexity of students' experiences in today's higher education systems, so as to increase ICT's supportive role for higher-order learning activities. After identifying the tensions within particular activities we derive three means of supporting online case discussions: task scaffolds; collaboration scripts; and increasing students' awareness of technology-based alternatives
['Christian Voigt', 'Paula M. C. Swatman']
Online Case Discussions: Tensions in Activity Systems