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Data from interviews with participants in different roles in the process is analyzed using the activity theory framework. The study findings suggest that exposure to online teaching technologies and methods can act as a catalyst of pedagogical innovation. The poster also illustrates the utility of activity theory for examination of the dynamic processes mixing pedagogy and technology in the complex contexts of higher education institutions.<\/jats:p>","DOI":"10.1002\/meet.14504901258","type":"journal-article","created":{"date-parts":[[2013,1,24]],"date-time":"2013-01-24T10:49:23Z","timestamp":1359024563000},"page":"1-4","source":"Crossref","is-referenced-by-count":2,"title":["Moving courses online as a catalyst of pedagogical innovation: An activity theory\u2010based view"],"prefix":"10.1002","volume":"49","author":[{"given":"Julia","family":"Khanova","sequence":"first","affiliation":[]}],"member":"311","published-online":{"date-parts":[[2013,1,24]]},"reference":[{"volume-title":"Online Nation. Five Years of Growth in Online Learning","year":"2007","author":"Allen I.E.","key":"e_1_2_6_2_1"},{"volume-title":"Learning on demand. 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