Investigating the Dual Roles of Knowledge and Practice in Students' Meaning Construction During Online Inquiry

• In Event: Technology, Instruction, Cognition and Learning SIG: Making Meaning With Technology

Abstract

This study investigated the roles of knowledge and cognitive and metacognitive practices during online inquiry around topics of students’ own choosing. The analysis examined the kinds of knowledge and practices students used to evaluate and construct meaning. The analysis also examined the ways in which readers’ knowledge and practices both helped and hindered evaluation and meaning construction. Findings suggest that the kinds of knowledge readers bring to online inquiry, as well as the ways in which they use that knowledge in conjunction with strategies is important. Findings will be discussed particularly in relation to implications for instructional interventions.

Authors

• Elena Forzani, Boston University

• Julie Corrigan, Concordia University - Montreal