There is a misconception that 21st century education is all about using the right online tools. However, the premise of 21st century education requires the integration of relevant content, skills and instructional support to enhance knowledge processes in line with the requirement of 21st century learning to arrive at meaningful learning experience and not merely the use of online tools. To enhance the integration, an Online Multiliteracies Project Approach (eMULPA) framework is designed by incorporating teachers’ presence, online tools, learning materials, collaborative efforts while fulfilling the syllabus requirement so that the interconnectedness in these elements would give learners a learning experince that is worthwhile and meaningful. The framework which encompases the knowledge processes: exploration, contexualization, investigation, delibration and consolidation is expected to assist learners to have meaningful learning. This paper focuses on the learners’experiences while undergoing the knowledge processes in eMULPA. Data collection tools were interviews, teaching documents and learners’ reflective journals. For this paper, only data from learners’ reflective journal were drawn, coded for themes and explicated because reflective journal is one of the reliable means to gather information on the metacognitive processes undergone by learners. The preliminary findings demonstrated learners’ have undergone meaningful learning experiences through the eMULPA knowledge processes higlighted above. Thus, the implementation of eMULPA is expected to assist learners to acquire the 21st century skills.

The trustworthiness of any qualitative research is frequently questioned by positivists, perhaps because their notions of validity and reliability cannot be addressed in the same way in naturalistic work although, the framework for trustworthiness in this form of work have been in existence for many years. There are four issues of trustworthiness that are central in any qualitative research paradigm namely credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). In this paper, the focus is on credibility issue in phenomenographic interviewing. Credibility is present when the research results mirror the view of the participants understudy. Investigating conceptions is the aim of phenomenographic researches and interview is commonly used as a tool to access people’s conceptions. The goal in phenomenographic research is to study the phenomenon through the lens of the participants hence, there is a high reliance on the data from the interviews with the research participants. In light of that, the phenomenographic researchers will have to exercise caution in carrying out the interviews to ensure the credibility of the data, which reflects the voice of the participants, is taken care of. Using the data from one of the author’s current research on learners’ experiences in Problem-Based Learning (PBL), the author illustrates the kind of interview questions or prompts used to elicit responses and how the credibility of the data (content-related credibility, credibility of method and communicative credibility) was attained by employing five interviewing strategies: 1) begin with superficially shared topic, 2) follow up questions focusing on eliciting ideas/concepts, 3) more follow up questions to get concrete examples of the ideas/concepts, 4) the use of empathy in the interview and 5) bracketing interviewer’s assumptions.