This study investigated the extent to which the social constructivist approach can be applied to the teaching/learning of
translation strategies in an e-learning environment. To advance the inquiry, three research questions were developed that focussed on: individual learning vs. social learning; knowledge seen as content versus knowledge sees as process; teacher control versus student control. The method of research was located within a qualitative, interpretive paradigm based on multiple case studies associated with the classes involved. Data collection included reports from participants, issued periodically in the semesters investigated.
Techniques of qualitative analysis were used to identify, describe and interpret the forms of argumentative collaboration and co-construction of knowledge participants were experiencing online. The main conclusions of the inquiry were: (1) evidence of a change in the ability of students to think and solve problems in ways that match the characteristic methods of the academic discipline (translation studies) and \u2013 to a certain degree \u2013 of professional experts; (2) critical issues revolving around the difficulties of effectively managing discussions and/or work progression as a result of the more or less effective management of the social relationships between students in the smaller and larger groups; (3) full blending of the contrasting pairs focussed on as research questions, leading toward integration rather than confrontation of the dual views of acquisition and construction of knowledge
