Exploring the collaborative synthesis during online reading

Abstract

This descriptive study sought to understand the complexities of integrative processing during collaborative online reading. Student pairs constructed a collaborative understanding while reading online information about a controversial issue by connecting, combining and organizing information that originated from prior knowledge, self-selected online texts, and discussions during an online inquiry task. Thirty-eight students from an upper secondary school in Finland worked in pairs to read online information and write an essay with the help of an argument graph tool. Primary data sources consisted of: prior knowledge; discussions; notes recorded with a graphic representational tool; video capture files of online use; and essays. The following results emerged: 1) a methodology and a taxonomic system were developed for the study of information sources involved in collaborative synthesis; 2) the integration of ideas from multiple online texts was difficult for adolescent students; 3) students with better essays used more online information whereas students with less remarkable essays relied more on prior knowledge that was activated during online reading. The methodology used in this study provides initial direction for research on the complexities of synthesis during collaborative online reading, an increasingly important aspect of learning in schools. Limitations and future directions for research are discussed.