Collaborative information use by high school students in a digital learning environment: Connecting metatheory, theoretical frameworks and methodology

Ross Todd, Punit Dadlani

Abstract


This paper reports on a qualitative study of 42 Grade 9 high school students in a public high school undertaking a collaborative research task as part of their English Language Arts curriculum.   Specifically, it examines the social, cognitive and interpersonal dynamics of fourteen teams of students in a digital learning environment collaboratively using information and co-constructing a joint representation of their knowledge of their curriculum topic. The paper explicates in particular the methodology and research procedures to show the synergy between metatheory, theoretical framework, methodology, research context and approaches to data collection, and provides a brief summary of illustrative findings to date.

 

Keywords: constructivist learning, digital environments, collaborative learning, social justice


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