Abstract
The emphasis of this paper is on the derivation of design principles
from qualitative analysis of student reflections based on their participation in
authentic, collaborative, technology-mediated activities. This paper reports on the
initial phases of a design-based research project at a comprehensive university in
South Africa where the authentic nature of the activities contributed to the depth
of student reflections and ultimately led to meaningful design principles based
entirely on the experiences of students. Students’ reflective reports were analysed
for their content using simple inductive coding techniques leading to the
identification of themes and the derivation of design principles from further
refinement of these themes. These design principles, therefore, have their origins
in the specific theories underpinning the learning activities that were used in the
teaching and learning process, and contribute once again in an innovative way to
this same body of knowledge. This theory-driven praxis thus makes a
contribution to both educational theory and teaching practice which is applicable
across a variety of contexts and sectors worldwide. More importantly, this can be
seen as meaningful research that is socially responsible, with a high theoretical
and practical value, and of relevance to a wider international audience.