Welcome to Francis Academic Press

International Journal of New Developments in Education, 2024, 6(2); doi: 10.25236/IJNDE.2024.060212.

Research on the Design of Adult Online Learning Activities Based on Open University Integration Platform: From the Perspective of Activity Theory


Tiezhu Liu1, Lingjia Chen2

Corresponding Author:
Tiezhu Liu

1Ningbo Open University, Ningbo, 315016, China

2Ningbo Technician School, Ningbo, 315016, China


The Open University Integration Platform is an essential measure of the strategy of creating excellence and improving the quality of China open universities. It is a significant project benefiting the majority of adult learners. Based on the Open University Integration Platform and guided by activity theory, this paper discusses the concept, connotation, and implementation method of online learning activity design for adult learners. According to the characteristics of adult learners, the design framework of adult learning activities in a fusion platform environment is constructed, and based on this, the teaching practice of computer courses is carried out, and the students' positive evaluation is obtained. This paper helps provide a theoretical framework and practical reference for Chinese and global adult online learning designers.


Online learning; Activity theory; Learning activity design; Fusion platform; Adult Learning

Cite This Paper

Tiezhu Liu, Lingjia Chen. Research on the Design of Adult Online Learning Activities Based on Open University Integration Platform: From the Perspective of Activity Theory. International Journal of New Developments in Education (2024), Vol. 6, Issue 2: 69-76. https://doi.org/10.25236/IJNDE.2024.060212.


[1] Zhang, W., & Li, W. (2019). Transformation from RTVUs to open universities in China: Current state and challenges. International Review of Research in Open and Distributed Learning, 20, 1-20.

[2] Wang, K., Zhang, L., & Ye, L. (2021). A nationwide survey of online teaching strategies in dental education in China. Journal of dental education, 85(2), 128-134.

[3] Kukulska-Hulme, A.,et al. (2020). Innovating Pedagogy 2020: Open University Innovation Report 8 [R]. Milton Keynes: Institute of Educational Technology, The Open University,2020.

[4] Pettigrew, T. F., et al. (2011). Recent advances in intergroup contact theory. 35(271-280).

[5] Levy, Y. (2008). An empirical development of critical value factors (CVF) of online learning activities: An application of activity theory and cognitive value theory. Computers & Education, 51(5), 1664-1675.

[6] Maimaiti, G. J., CY and Hew, KF. (2021). Student disengagement in web-based video conferencing supported online learning: an activity theory perspective. Education & Educational Research. https://doi.org/DOI 10.1080/10494820.2021.1984949

[7] IYAMU, T. S., I. (2019). Use of activity theory to guide information systems research. Education and Information Technologies, 24(1), 165–180. https://doi.org/DOI:10.1007/s10639-018-9764-9.

[8] Engestrom, Y. (2008). Enriching activity theory without short cuts Interacting with Computers, 20(7), 256-259.

[9] Jonassen, D. L., Murphy. . (1999). Activity theory as a framework for designing constructivist learning environment. Educational Technology, Research and Development, 47(1), 61-80.