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We designed an ethnography-inspired qualitative study [19], with data collected through field observations and follow-up interviews. As we drew upon a constructivist interpretative tradition, knowledge was viewed as relative and socially constructed [20]. Furthermore, we adopted a socio-cultural perspective on learning, meaning that learning was viewed as situated in a social world, dependent on individuals and the larger community [21].
Copyright and License information: The Author(s). ©2016
Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
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