Co-Construction of Knowledge Objects in Computer Engineering Education

Abstract

This study examines Computer Engineering undergraduate studentsʼ collaborative design and development of knowledge objects (e.g., webpages). Computer Engineering is a resource-rich, dynamic domain, which offers opportunities for inquiry and the construction of complex knowledge objects. However, the students must learn how to engage meaningfully in such knowledge production practices and to make use of the domainʼs large pool of available resources. This study provides a better understanding of how students employ programming strategies, select and mobilize knowledge resources and collaborate to co-construct knowledge objects. A rich set of data enabled a detailed examination of these aspects. The findings emphasize the necessity for students to understand the strategies and knowledge underlying the (collaborative) programming practices, besides knowing how to apply these and to develop the capacity to explore, select and assess new knowledge resources; and, for the institutions, to provide the appropriate guiding structures for this type of learning activities.