An interesting approach to online reflection

Continuing right from John Dewey in 1933 to the present, much research has been conducted on the role of reflection in encouraging real learning as opposed to mere knowledge acquisition. Studies by numerous scholars show how reflection helps in developing critical and deep thinking skills, contextualising learnt material, as well as constructing new knowledge, clearly establishing a strong and powerful role of reflection. Some popular techniques to make it an integral part of learning include portfolios, journal writing, peer- and self-assessment, collaborative inquiry, and learning contracts.

It came as no surprise, therefore, that similar efforts to incorporate reflection in e-learning  environments were sought as this mode for delivering education became popular. Most of the time, the strategies were the same, though the technology obviously varied. E-portfolios, reflection journals, learning diaries, discussion forums, collaborative chat rooms, and educational blogs are some of the ways which research has shown to have successfully achieved this aim. 

Although effective, these measures have a few drawbacks which render them a little inconvenient especially in the context of e-learning which is geared towards speed and ease of use. Most of these techniques are time consuming and demanding from the perspectives of both the learners who need to devote extra time for these activities as well as the teachers, who need to give extensive feedback and/or maintain a continuous dialogue in order to make the reflection effective (Henderson, Napan & Monteiro, 2004).

With an aim to solve these difficulties, a recent study in the Netherlands (Verpoorten, Westera & Specht, 2012) adopted an innovative approach to incorporate reflection by way of 'reflection triggers' (RT) as a part of a short, experimental online course. RT were in the form of deliberate prompts that popped up on the learners' screens as widgets, with a graphic interface, urging them to do little reflective exercises before moving on to the next part. Thus they were an integral part of the learning activities and not a post-learning exercise, making them 'a reflection in action' rather than 'a reflection on action' (Schon, 1983).

To make the research broader, three different forms of RT (RT1, RT2, RT3) were devised for three different kinds of reflection or self-evaluation exercises. These were designed to be simple and quick reflections. A controlled experiment was conducted in which the volunteers were divided into 5 groups (no RT, all RT, RT1, RT2, RT3) and the results collected and analysed. The research showed that that RT were well received and widely used. There was also a perception that these were useful for learning and reflection. The experimental group reported more intensive reflection than the control group. However, the study was not able to establish any positive effect of RT on learner performance or retention.(Verpoorten, Westera & Specht, 2012)

Due to the small sample size of the study as well as various other limitations, it cannot in any way be treated as conclusive. However, it does throw up many interesting possibilities for further studies in this direction and can be upheld as a pilot research.

References:


Bain, J., Ballantyne, R., Packer, J. & Mills, C. (1999). Using journal writing to enhance student teachers’ reflectivity during field experience placements. Teachers and Teaching: Theory and Practice, 5(1), 51-74.

Dewey, J. (1933). How we think, D.C. Heath and Co, Boston, MA

Henderson, K., Napan K. & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 357-364). Perth, 5-8 December.

Schön, D. (1983). The reflective practitioner: how professionals think in action. London: Temple Smith.

Verpoorten, D., Westera, W., & Specht, M. (2011). Infusing reflective practice in eLearning courses-can widgets help? International Journal of Technology Enhanced Learning, 3(1), 93-109.

Verpoorten, D., Westera, W., & Specht, M. (2011). Reflection amplifiers in online courses: a classification framework. Journal of Interactive Learning Research, 22(2), 167-190.

Verpoorten, D., Westera, W., & Specht, M. (2012). Using reflection triggers while learning in an online course. British Journal of Educational Technology, 43(6), 1030-1040.