El Learning as an activity system and the knowledge of argentinean secondary school students about language in educational virtualization during the pandemic

Abstract

This study describes the configuration and dynamics of the virtual learning activity system during the pandemic in secondary education. Specifically, it examines the knowledge of secondary students about the use of the language to solve virtual oral and written activities, facilitations and difficulties. The foundations are framed in the constructivist sociocultural perspective of learning and the third-generation model of Yrjo Engeström’s Activity Theory. The methodology is based on the application of a survey of closed and open questions to 288 students from public and private secondary education schools in the province of Buenos Aires. The results show that the virtual learning activity system was oriented towards reproductive learning and preserved the face-to-face formats. The students contributed a variety of reflections on their knowledge of language use. The most noted facilitator was the possibility to work at their own pace. The difficulties focused on oral and written comprehension and expression activities that required greater autonomy in learning.