The Role of Reflection in Online Learning

Abstract

Investigating research that appraises the use of reflection in individual and collaborative learning activities must be accepted as the equal responsibility of universities, instructors, and learners. Although strategies that integrate the use of reflection into an online course's activities have been devised for instructors to use, empowering students to self-direct learning is only slowly emerging. Self-directing learning embraced by reflective methods is shown to not only improve academic performance but additionally promises synchronization between people by enabling ownership in collaborative skill development.

Reflection

When conflict creates ambiguity, a reflective intellectual can move toward reducing ambiguity by considering alternative perspectives instead of depending upon personal experience and assumptions (Sinclair, 2009). This paper discusses the function of reflection in online learning, and the strategies usable by instructors (and universities) to support reflection practices by learners. As new teaching paradigms identify innovative best practices, sustaining collaboration to achieve new learning objectives overtakes previous teaching methods. Consequently, using reflective methods to support collaboration between online students presented herein moves into a dominant position as students delve into learning course concepts.

The Role of Reflection in Promoting Learning in an Online Course

Palloff and Pratt (2007) indicated that transformative learning exercises reflection by encouraging learners (and instructors) to "reframe and reinterpret" (p. 201) new learning. Specifically, transformative learning as noted by Wallace (n.d.) encourages a "personal understanding of issues or beliefs…by…assessing the evidence and arguments of a point of view or issue…then reflecting critically on the new information, and making a personal judgment based on a new assessment of the information" (para 12). As transformative learning and reflection prompts learners to "explore beyond the confines of the course material" (Palloff and Pratt, 2007, p. 202), learners experience improved self-esteem and engagement. Furthermore, reflection via transformative learning offers instructors the opportunity to question their personal and professional teaching assumptions, and guides instructors as they visualize better learning paradigms (Palloff and Pratt, 2007).

Brandes and Boskic (2008) wrote that as students' technological skills improve, their "ePortfolios are richer and more complex in the ways in which they illustrate learning. Metaphors and hypertexts become useful vehicles to move away from linearity and chronology towards new organizational modes that better illustrate students’ cognitive processes" (Brandes and Boskic, 2008, p. 14). As an online community of inquiry expands, an instructor's and students' peer roles in enhancing reflection expands.

Brandes and Boskic (2008) also reported that varying degrees of reflection are represented in different learning stages exhibited when a learner moves "from noticing, to making sense, to making meaning and working with meaning and transformative learning" (p. 3). As learners develop a more "holistic view of what is learned…(they) link ideas to other ideas, construct relationships with prior knowledge, and provide evidence of restructuring ideas and evaluating the learning process" (Brandes and Boskic, 2008, p. 3). When constructing and reviewing an ePortfolio, the varying learning stages provide the scaffold to move into deeper learning. The instructor's role as learners work on their ePortfolios is to support reflection, and guide learners in analyzing and reporting new knowledge.

Strategies Used by Instructors to Promote the Reflective Process in an Online Course

Stine (2009) noted that an online class' discussion forum has the "capacity to expand, enhance, and elevate the level of students’ reflection on course content and on their own cognitive style…(as well as supports) composition instruction, active learning, and community building" (p. 46). Due to the potential positive effects derived from a discussion forum as shown by much research, universities and instructors should not delay in assessing and using the most sophisticated software to support an online forum presence. For example, McBrien, Jones, and Cheng (2009) found that when using "Elluminate Live!" (p. 1), an online software program, certain "themes emerged related to dialogue, structure, and (reducing) learner autonomy…(and) students rated convenience, technical issues, and pedagogical preferences as important elements in their learning experiences" (p. 1). Consequently, if learning's purpose is to improve a society, support a globally and unharmful competitive advancement, and protect the earth's environmental system, investing in more sophisticated and relevant discussion forum software would not be wasted.

Palloff and Pratt (2005) recommended that instructors integrate learner-centered assessment tools in online learning that includes reflective elements in both individual and collaborative activities. By empowering students to reflect upon their learning outcomes, instructors obtain valuable "formative and summative" (Palloff and Pratt, 2005, p. 43)student-generated information useable for tweaking future teaching objectives. Such information should also be distributed to other pertinent university staff who are responsible for designing online learning modules.

The rationale for such a recommendation is not only that others in addition to the instructor can affect new paradigms for improved teaching but also that student feedback provided by end-of-course surveys frequently limits the ability for students to offer deep reflection. Use of online portfolios by students and collaborative groups enables students to showcase work, and aids the instructor and others in assessing students' contributions and degree of learning (Palloff and Pratt, 2005). Instructors may (1) invite learners to supply sample test questions for future development of assessment tools, and (2) direct collaborative groups to design and submit guidelines to the instructor early in the course that will demonstrate the group's competence (Palloff and Pratt, 2007). When students are engaged in their own learning, learning becomes more meaningful and motivational.

A study by Brandes and Boskic (2008) found that learners invited instructors to examine the "individual and the social construction of knowledge"(p. 8). Brandes and Boskic (2008) reported that when instructors offered various "venues for reflection through analytical examinations of exemplars of ePortfolios, discussions of choices of tools, as well as opening spaces for explorations of new ideas and media" (p. 15), the positive effects of reflection expanded exponentially. When instructors become willing to creatively provide e-tools, learners become empowered to direct self-learning.

Methods Employed by Students to Collaboratively Reflect on Course Concepts

Stine (2006) wrote that learners using online journals to reflect upon past and current knowledge can then project their thoughts using a blog or discussion post, review comments received, and then reach further to online resources that will contribute to deeper understanding. As the collaborative element of reflection enables a learner group to share problems, and an opportunity to discuss "very real and often complex issues" (Stine, 2009, p. 205), new and deeper understanding is realized individually. Advising that a group's feedback should offer "both explanation and provocation" (Stine, 2009, p. 205), discussions will be more "intellectually substantive and demanding" (p. 205).

Palloff and Pratt (2005) wrote that collaborating learners have far more opportunities to collect information about other group members. As the information is compounded by time, group members learn of other group members' strengths and weaknesses. If the learners have had the opportunity to appreciate group dynamics, members can positively impact the evolution of weaknesses into strengths. However, all learners should first be cognizant of methods employed for assessing others. The teaching institute and instructor should not only ensure that such methods are communicated to learners but that learners have learned, and are properly utilizing processes for reflection and assessment of peers. Learners should think profoundly about writing notes to others especially how others may perceive the notes as well as making certain their notes are professional and non-inflamatory.

The study by Brandes and Boskic (2008) found that learners' "discussions, reflections, and summaries in ePortfolios…were woven with one organizing theme" (p. 11). Brandes and Boskic (2008) first found that initially learners' "ePortfolios were organized by the required elements…including the rationale, assessment rubric, teaching philosophy, courses, electives, and reflections" (p. 12). However, later in the study, Brandes and Boskic (2008) found that learners' ePortfolios provided "a tool and structure for students to document events, research, ideas, reflect, and analyze these ideas, use the analysis to inform the next steps, and then share their ideas with others" (p. 12).

Geer (2000) wrote that "using collaorative learning approaches can enable internet-based learning to be as effective as the traditional classroom where collaborative learning is a common feature" (p. 2425). Such learning approaches should provide elements of interactivity, which enables "powerful interactions between students (that) can lead to higher order thinking, hypothesis formation and reflection" (Geer, 2000, p. 2425). Collaborative interactivity, which combines collaboration between learners of assigned and self-directed tasks, and involves a "rich discursive interaction, is…an essential component for providing a richer learning experience" (Geer, 2000, p. 2425).

Conclusion

This paper discussed the functions of reflection in online learning, and the strategies usable by instructors (and universities) to support reflection practices for learners. As presented above, new teaching paradigms have identified reflection as an innovative best practice. Sustaining collaboration to achieve new learning objectives has overtaken previously supported teaching methods. As universities and instructors implement reflective methods to support collaboration between students, today's online students can experience very powerful learning opportunities if they choose to do so.

References:

Brandes, G.M., & Boskic, N. (2008, June). Eportfolios: From description to analysis. International Review of Research in Open and Distance Learning, 9(2), 1-17. Retrieved from ERIC.

Geer, R. (2000). Drivers for successful student learning through collaborative interactivity in internet based courses. Retrieved from ERIC.

McBrien, J.L., Jones, P., & Cheng, R. (2009, June). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10(3), 1-17. Retrieved from ERIC.

Palloff, R.M., and Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, California: John Wiley & Sons, Inc.

Palloff, R.M., and Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco, California: John Wiley & Sons, Inc.

Sinclair, A. (2009). Provocative pedagogies in e-learning: Making the invisible visible. International Journal of Teaching and Learning in Higher Education, 21(2), 197-212. Retrieved from ERIC.

Stine, L.J. (2010, Spring). Teaching basic writing in a web-enhanced environment. Journal of Basic Writing, 29(1), 33-55. Retrieved from ERIC.

Wallace, S. (n.d.). Core principles of transformative learning theory - Mezirow & others. Retrieved from http://transformativelearningtheory.com/corePrinciples.html