Prompting to Support Reflection: A Workplace Study

Blunk, Oliver; Prilla, Michael

doi:10.1007/978-3-319-66610-5_28

Cited by 2 publications

(3 citation statements)

References 13 publications

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“…On the other hand, learners who value privacy in personal reflections or those who lack communication competencies may have difficulties with the face-toface mode. Blunk and Prilla (2017) pointed out how learners nowadays 'have no practice in systematically reflecting together' (p. 367). In current literature, face-to-face conversation tends to be treated as a part of collaborative reflection, which includes different types of collaboration between learners (Epler et al, 2013;McKenna et al, 2009).…”

Section: Reflective Approaches In Higher Educationmentioning

confidence: 99%

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Chan

Wong

2021

Active Learning in Higher Education

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Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.

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Section: Reflective Approaches In Higher Educationmentioning

confidence: 99%

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Chan

Wong

2021

Active Learning in Higher Education

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“…One way of providing this support could be in prompting users to articulate corresponding contributions. Our initial work on prompts for reflection supports this (Blunk and Prilla 2017a;Renner et al 2016), but further work is needed to build and evaluate this support.…”

Section: Designing For (Collaborative) Reflection: Implications For Fmentioning

confidence: 57%

“…However, other work provides cause for doubts regarding whether collaborative reflection processes can be described by the these models (Cressey et al 2006;de Groot et al 2013), and calls reflection 'messy' (Cressey et al 2006, p. 23) rather than structured (as in the models). While it seems reasonable to doubt that collaborative reflection follows singular paths depicted in models, work available on the facilitation (Blunk and Prilla 2017a;Daudelin 1996;Fessl et al 2017;Hoyrup 2004) show that certain aspects, phases and utterances are important for collaborative reflection and can be supported. Despite this, there is no work available that attempts to identify these phases beyond theoretic models.…”

Section: Introductionmentioning

confidence: 99%

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

Prilla

Blunk

Chounta

2020

Comput Supported Coop Work

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People can learn a lot through (collaborative) reflection at work: In organizations, staff debate experiences and due to issues every day, thus reflecting together and learning from each other. While this is desirable, it is often hindered by differences in time and space. Online discussions in community-like systems may provide a means to overcome this issue and enable staff to share experiences and learn from them. In this paper, we study two different data sets from two software systems to support online collaborative reflection in order to analyze what possible factors influence the occurrence of aspects of reflection in online discussions, like experiences, suggestions and learning. Our results include findings that partially approve existing models of (collaborative) reflection, but also others that add to or even challenge these models. Overall, we found that collaborative reflection may take different paths towards learning. From this we derive that facilitation mechanisms need to take up these paths, and that facilitation may be successful in different ways than anticipated from existing literature. We describe possible facilitation mechanisms and discuss their implementation.

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Prompting to Support Reflection: A Workplace Study

Cited by 2 publications

References 13 publications

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

Students’ perception of written, audio, video and face-to-face reflective approaches for holistic competency development

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

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