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Co-reflection in online learning: Collaborative critical thinking as narrative

Abstract

This article presents findings from a comparative case study of the learning experiences of two graduate students in an online action research course. The key roles played by reflection and co-reflection, an emerging concept, are identified through the use of narrative analysis. Co-reflection is a collaborative critical thinking process mediated by language, broadly construed to include all meaningful signs. Two types of co-reflection are proposed: tacit and active. Regardless of type, the evidence shows that co-reflection involves cognitive and affective interactions in synergy with relationship building. To the study of group cognition, this study contributes evidence of the potential of co-reflection as a core process. The simple, flexible software tools used in the course (wiki-style collaborative software and simple email and chat programs) effectively supported inquiry learning and co-reflection by allowing learners to freely and easily create their own web pages and to adapt the tools for their different communication and learning styles.

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Correspondence to Joyce Yukawa.

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Yukawa, J. Co-reflection in online learning: Collaborative critical thinking as narrative. Computer Supported Learning 1, 203–228 (2006). https://doi.org/10.1007/s11412-006-8994-9

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  • DOI: https://doi.org/10.1007/s11412-006-8994-9

Keywords

  • Affective domain
  • Co-construction of knowledge
  • Collaborative learning
  • Co-reflection
  • Distance learning
  • Higher education
  • Narrative analysis
  • Reflection
  • Wiki