Towards practical reflexivity in online discussion groups

Abstract

This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural design in learning assignments to enable the cohesive and dialogic nature of interaction. Practical reflexivity is a necessary condition for enhancing the ability of professionals to question and justify critical aspects of their organisational relationships.

Digital Skills and Online Collaborative Learning: The Study Report

“…However, students themselves do not always collaborate effectively in groups, and they perform their tasks, such as placing discussion posts, only to get a pass for them. Their statements often add little to the topic (Sarja et al, 2018) and do not lead to collaboration, even in tasks designed for such activities (Hämäläinen, 2012). Based on their analysis of the literature on the subject, Lee, Wing and Yang (2020) note that one possible explanation for this is "social loafing".…”