Guided Reflection to Support Quality of Reflection and Inquiry in Web-based Learning

Kori, Külli; Mäeots, Mario; Pedaste, Margus

doi:10.1016/j.sbspro.2014.01.1161

Cited by 22 publications

(22 citation statements)

References 30 publications

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“…Chen et al (2009) and Van den Boom et al (2004) confirmed both that the guidance provided by peers and teachers significantly influenced reflection in a positive way. Kori, Mäeots and Pedaste (2014) stated that prompts can enhance the level of reflection and sending prompts to students via SMS as reported in Tabuenca et al (2012) lead to the gain of insights on different levels. Verpoorten, Westera, and Specht (2015) relates a success of reflection amplifiers only as combination of the number of inserted annotations with other reflective enactments, but not on reflection amplifiers alone.…”

Section: Promptsmentioning

confidence: 99%

“…Until now, the literature reviews focus either on pure technologies with or without guidance for reflection Kottkamp (1990); Kori, Mäeots and Pedaste (2014), or on one specific technology like prompts Verpoorten, Westera and Specht (2010) or on the design for reflection tools Baumer et al (2014); Baumer (2015). What is missing is a review on existing reflection guidance approaches.…”

Section: Existing Literature Reviewsmentioning

confidence: 99%

“…The students reflected directly when receiving the SMS. Kori, Mäeots and Pedaste (2014) investigated if reflective prompts could enhance the reflection quality and transformative inquiry skills based on the given tasks on research projects. The design and phrasing of the reflective prompts was aligned with the four reflection levels of Leijen et al Leijen et al (2012), namely description (lowest reflection level), justification, critique and discussion (highest level).…”

Section: Promptsmentioning

confidence: 99%

See 2 more Smart Citations

The known universe of reflection guidance: a literature review

Fessl

Blunk

Prilla

et al. 2017

IJTEL

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Reflective learning has been established as a process that deepens learning in both educational and work-related settings. We present a literature review on various approaches and tools (e.g., prompts, journals, visuals) providing guidance for facilitating reflective learning. Research considered in this review coincides common understanding of reflective learning, has applied and evaluated a tool supporting reflection and presents corresponding results. Literature was analysed with respect to timing of reflection, reflection participants, type of reflection guidance, and results achieved regarding reflection. From this analysis, we were able to derive insights, guidelines and recommendations for the design of reflection guidance functionality in computing systems: (i) ensure that learners understand the purpose of reflective learning, (ii) combine reflective learning tools with reflective questions either in form of prompts or with peer-to-peer or group discussions, (iii) for work-related settings consider the time with regard to when and how to motivate to reflect.

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Section: Promptsmentioning

confidence: 99%

Section: Existing Literature Reviewsmentioning

confidence: 99%

Section: Promptsmentioning

confidence: 99%

See 1 more Smart Citation

The known universe of reflection guidance: a literature review

Fessl

Blunk

Prilla

et al. 2017

IJTEL

View full text Add to dashboard Cite

show abstract

“…Keterampilan berpikir kritis dapat dibelajarkan melalui model-model pembelajaran yang memiliki kegiatan-kegiatan yang menuntut siswa belajar mandiri (Mitrevski & Zajkov, 2011), seperti pengajaran inkuiri yang bertujuan pada dua aspek pengajaran konten dan proses untuk melatih bagaimana pebelajar berpikir (Arends, 2012). Refleksi dapat dihubungkan dengan berbagai metode pembelajaran, termasuk pembelajaran inkuiri (Kori et al, 2014). Pembelajaran inkuiri adalah proses menemukan hubungan baru, di mana seorang pebelajar merumuskan hipotesis dan mengujinya dengan melakukan eksperimen atau pengamatan (Mäeots et al, 2011).…”

Section: Metodeunclassified

Validitas Model Inkuiri yang Diintervensi Proses Reflektif untuk Melatih Kemampuan Berpikir Kritis Mahasiswa Calon Guru

Verawati

Hikmawati

2019

J. Prisma. Sains

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Critical thinking has become the main competency of 21st century learning and encourages the development of learner critical thinking at the higher education level regarded as an important outcome of education. This study develop an inquiry learning model which are intervened by reflective processes in their teaching, or in its development called Reflectif-Inquiry Learning (RIL) Model which is specificly aim to improve critical thinking ability of preservice teachers. This research is the first step in development research in which the RIL model developed was constructed based on theoretical and empirical studies so that it gave birth to a hypothetical framework of the RIL model itself. The RIL model product was then validated by involving 7 experts as validators through the focuss group discussion (FGD) mechanism. Validation aspects include content validity and construct validity. The data from the validation of the model were analyzed descriptively by averaging the results of validation. The validation results of the RIL model show that the validity level (Va) of 4,28 in a very valid category. Whereas Va in the content validity and construct validity aspects are 4,26 and 4,32, both in the very valid category. The hypothetical framework model developed based on the conceptual frame and the results of its validation is provided in this article.

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“…Among these data, online reflection is a very important data but it has gained little notice [8,9]. Reflections can promote use of operation skills [10] and inquiry skills [11]. And it can also enhance learning motivation [12].…”

Section: Introductionmentioning

confidence: 99%

Linguistic Differences in Pre-Service and in-Service Teachers’ Online Reflections and the Implications

Wu¹,

Liu²,

Zhang³

et al. 2019

Educational Innovations and Applications

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Reflections can make considerable contributions to teachers' professional development. They can also reflect teachers' inner thoughts and professional skills. In this study, we collected 261 in-service primary teachers' reflections in a teacher training activity about the application of information technology in teaching. And we also collected 141 pre-service teachers' online reflections in a course named "modern educational technology". These text reflections are analyzed by a linguistic inquiry and word count tool named to get the linguistic features. Then a comparative research was done between pre-service and in-service teachers' reflections. The results show that: 1. There are significant linguistic differences between pre-service and in-service teachers' reflections. 2. Pre-service teachers tend to use more first-person pronouns, achievement words and emotional words. They also have more words per sentence and wordcount in their reflections. 3. These differences could be helpful in teacher training.

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Guided Reflection to Support Quality of Reflection and Inquiry in Web-based Learning

Cited by 22 publications

References 30 publications

The known universe of reflection guidance: a literature review

The known universe of reflection guidance: a literature review

Validitas Model Inkuiri yang Diintervensi Proses Reflektif untuk Melatih Kemampuan Berpikir Kritis Mahasiswa Calon Guru

Linguistic Differences in Pre-Service and in-Service Teachers’ Online Reflections and the Implications

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