ABSTRACT This paper explores a teaching and learning process as it unfolds in an online offshore classroom. The paper reports on teaching and learning narratives distilled from different cultures, namely the cultures of educators and students in the context of digital learning environments. Drawing on activity theory as a conceptual framework to analyse the narrative, we employ self-study as a methodological tool for capturing the dynamism and complexities that unravel in intercultural and technology-enabled teaching activities. The framework explores the relationships, tensions and opportunities of diverse activity elements that constitute the design and delivery of digital pedagogies. In the networked intercultural system, sustaining the position of activity elements and the specific relational circuit that they institutionalise is a key task for understanding digital technologies as an influential tool for effective learning and teaching practices. We argue that seeing the digital platform from the perspective of its role in creating dynamic interrelationships in a complex activity system is one way to move beyond the cultural confines of any particular element in the system.

中文翻译：

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跨文化的数字学习：活动理论的解释

摘要 本文探讨了在在线离岸课堂中展开的教学和学习过程。该论文报告了从不同文化中提炼出的教学叙事，即数字学习环境中教育者和学生的文化。利用活动理论作为分析叙事的概念框架，我们采用自学作为一种方法工具，以捕捉在跨文化和技术支持的教学活动中展现的活力和复杂性。该框架探讨了构成数字教学法设计和交付的各种活动要素之间的关系、紧张局势和机会。在网络化的跨文化系统中，保持活动元素的位置和它们制度化的特定关系回路是理解数字技术作为有效学习和教学实践的有影响力的工具的关键任务。我们认为，从数字平台在复杂活动系统中创建动态相互关系的角色的角度来看，是超越系统中任何特定元素的文化限制的一种方式。