How Does Collaborative Reflection Unfold in Online Communities? An Analysis of Two Data Sets

Prilla, Michael; Blunk, Oliver; Chounta, Irene‐Angelica

doi:10.1007/s10606-020-09382-0

Cited by 12 publications

(6 citation statements)

References 56 publications

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“…An encountered problem is the experience required by the teacher to moderate the reflection process and to identify reflection-worthy moments in the group work. Reflections follow paths even if these are not yet clearly identified [19]; thus, further research should be done to identify the domain-specific reflection paths of conceptual modeling.…”

Section: Discussionmentioning

confidence: 99%

“…Huge benefits from reflective learning are researched and identified in different areas including but not limited to: computer-supported collaborative work (CSCW) in co-located teams [14,15,16,17]; as well as in asynchronous online communities [18,19]; design thinking and designing of business models [20,21]; in computer-supported collaborative learning (CSCL) [22,23] and (teacher) education [24,25,26]. These various approaches and concepts are unified in their shared insights on the importance of reflective learning and the challenge to create effective facilitation for each domain's unique requirements for reflection support.…”

Section: Computer-supported Reflectionmentioning

confidence: 99%

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Supporting the Reflective Learning of Conceptual Modeling Using Interactive Timelines and Replays

Schmittchen¹

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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It is not a trivial task to teach "good" conceptual modeling in a structured way. One problem we encountered in our previous exploratory studies is the predominant reflection of the quality of finished models and less of the modeling process itself. As a result, many phenomena like the emergence of errors or the coordination and collaboration phases in group modeling usually get out of focus and are subsequently not thoroughly considered in teaching. Thus, we have developed a tool-supported timeline method, which allows us to review and discuss the collaborative development process of models after they have been finished or submitted. We evaluated the method and employed a variety of tool features in our regular undergrad courses. Considering the perspective and experiences of teachers and learners alike, we discovered that teachers can use our method to better analyze strategies and made mistakes when enough time to prepare the reflection, even if this increases the time distance to the event it is reflected on. Learners were motivated to share and reflect on their actions. Furthermore, we identified further steps to facilitate our reflective modeling teaching method.

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Section: Discussionmentioning

confidence: 99%

Section: Computer-supported Reflectionmentioning

confidence: 99%

Supporting the Reflective Learning of Conceptual Modeling Using Interactive Timelines and Replays

Schmittchen¹

2022

Proceedings of the Annual Hawaii International Conference on System Sciences

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“…Reflection processes, such as individual activities, are embedded in a social context. Although reflection is an individual activity, it can be performed together with others, concerning collective reflection ( Raelin, 2002 ; Schley and Van Woerkom, 2014 ; Foong et al, 2018 ; Prilla et al, 2020 ). Collective reflection can be considered a social learning activity that occurs together with others and thus influences the intrapersonal process of reflection.…”

Section: Development Of a Conceptual Modelmentioning

confidence: 99%

Reflection at work – A conceptual model and the meaning of its components in the domain of VET teachers

Hommel

Fürstenau²,

Mulder³

2023

Front. Psychol.

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Professional development requires reflection. However, a conceptual model that considers the different perspectives on reflection remains missing. Regarding reflection, three different research streams can be distinguished: (I) an individual action-process-perspective, (II) a critical perspective, and (III) a social-relatedness perspective. From these three streams, important components are derived in the present study and integrated into one conceptual model. This model contains the individual and contextual components which influence reflection and considers reflection to be a process containing mutually influencing emotion, motivation, and cognition which can lead to various outcomes such as performance and, consequently, innovation. For illustrating the meaning of the model’s components in a specific professional context, we used data from an interview study with eight teachers of vocational schools. The conceptual model can serve as a basis for further research on reflection in all kinds of work contexts and be used to foster professional development, for instance by developing interventions to foster reflection.

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“…More importantly, it may help learners come up with solutions to problems that are not likely to be inspired by individual reflections (Fakazli and Kuru Gönen, 2017). Compared with other modes such as diaries or videos, collaborative reflection received fewer negative perceptions from students (Fakazli and Kuru Gönen, 2017;Prilla et al, 2020). However, some studies also reported problems with collaborative reflection such as distraction and awkwardness (Epler et al, 2013).…”

Section: Reflection and Reflection Modementioning

confidence: 99%

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

et al. 2023

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The application of mobile technology in language education is gaining increasing momentum for its potential benefits, and scholars cast attention to issues such as learner motivation, learning effects and learner behaviors in the mobile learning process. Reflection is an essential part in learning as it can record learner behaviors, cultivate self-awareness of knowledge construction, facilitate cognitive growth, and promote academic achievement. Despite of the wide approval of reflection, not much study has been done concerning the application of reflection in mobile language learning process. Therefore, this study aims to investigate students’ perception of a mobile-assisted reading program facilitated with reflective activities as well as their preferences for reflection modes adopted. The participants were 60 students from two classes in a Chinese college. Students read passages on mobile applications and completed a reflection in one mode every two weeks. Four modes (paper journal reflection, e-journal reflection, audio reflection, and collaborative reflection) were adopted in the study. The study lasted approximately nine weeks. At the end of the program, all students were required to complete an anonymous questionnaire concerning their learning perception. In addition, ten students were selected randomly to attend a semi-structured interview. A pretest and a posttest were conducted to observe students’ language gains. A combination of quantitative and qualitative analysis was conducted with the data obtained. Results showed students generally approved of the effect of this mobile-assisted reading and their reading proficiency improved significantly after the program. In addition, most students favored reflective practices as a good way to stimulate interest, deepen understanding and promote reflective and summarizing abilities, but they didn’t consider it a good method to monitor the learning process in the mobile-assisted reading program. As for the preference for reflection mode, most students favored traditional paper reflection and audio reflection, while collaborative reflection and e-journal reflection received the least support. The findings provided implications for educators and app designers. For educators, based on the understanding of students’ age, learning experience, and possible preferences, they may create a good reflective environment with technical and instructional support, and then provide two or three popular modes for students to reflect on whatever they read. For app developers, some preferable reflection modes facilitated with stimulative measures may be offered to cater to more learners to conduct reflective activities.

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How Does Collaborative Reflection Unfold in Online Communities? An Analysis of Two Data Sets

Cited by 12 publications

References 56 publications

Supporting the Reflective Learning of Conceptual Modeling Using Interactive Timelines and Replays

Supporting the Reflective Learning of Conceptual Modeling Using Interactive Timelines and Replays

Reflection at work – A conceptual model and the meaning of its components in the domain of VET teachers

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

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