The case of socially constructed knowledge through online collaborative reflection
Bibliographic Data
| ID | 21458774 |
|---|---|
| Authors | Slaviša Radović (0000-0001-8840-6053, Open University of the Netherlands, corresponding author), Olga Firssova (0000-0001-7336-5252, Open University of the Netherlands), Hans G K Hummel (0000-0002-3579-749X, Open University of the Netherlands), Marjan Vermeulen (0000-0001-8084-7217, Open University of the Netherlands) |
| Year | 2023 |
| Volume | 45 |
| Issue | 2 |
| Pages | 168-187 |
| Publication date | 2023-05-04 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies in Continuing Education (JOURNAL) |
| Journal identifiers | ISSN: 0158-037X • E-ISSN: 1470-126X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0158037x.2022.2029389 |
| OpenAlex | W4210300654 |
| Language | EN |
| Citations received | 4 |
| References cited | 33 |
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sciences Master course, the findings from our study show that guiding students to share, read, and above discuss written answers on reflection assignments from others can be helpful for a deeper and broader understanding and a higher level of reflection. Discussing reflection from different perspectives was related to perceived satisfaction with the learning process and the motivation to learn. The implications of this research, such as the five phases for social knowledge construction, can be used to strengthen the relationship between reflection and collaboration
Mathematics education · Pedagogy · Sociology · Triangulation · Computer Science · Higher Education Practises and Engagement · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
Framing the social dimension of reflection in teacher education through grounded theory and systematic review methodology
Learning ecologies and collaborative reflective practices in higher education
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course
How creativity is oppressed through traditional education
How we think.
Handbook of Research on Educational Communications and Technology
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments
Distinguishing knowledge-sharing, knowledge-construction, and knowledge-creation discourses
The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education
The mARC instructional design model for more experiential learning in higher education
A four‐category scheme for coding and assessing the level of reflection in written work
How Does Collaborative Reflection Unfold in Online Communities? An Analysis of Two Data Sets
Engaging student teachers in meaningful reflective practice
Intrinsic and Extrinsic Motivations
A Critical Theory of Adult Learning and Education
Strengthening the ties between theory and practice in higher education
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |