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Supporting Reflection in Online Learning Environments

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Educational Media and Technology Yearbook

Part of the book series: Educational Media and Technology Yearbook ((EMTY,volume 34))

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Abstract

Reflection is essential to deep learning and problem solving. From a socio-cultural perspective, reflection is developed through social interaction and semiotic mediation (Vygotsky, 1978; Wells, 1999). To reflect, students need to be given opportunities to review their own and others’ mental processes and to use techniques such as writing or verbal reports to organize and revise thoughts (Cobb, Boufi, McClain, & Whitenack, 1997). This paper reviews strategies for supporting reflection in online environments, primarily focusing on journaling / blogging and small group asynchronous discussion. We discuss how these strategies support reflection, and survey studies that investigate the effectives of the two strategies. We also provide suggestions for guidance and evaluation of reflection with online learning environments.

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Authors and Affiliations

  1. Science Education Center RM 602, National Taiwan Normal University, 11699, Taipei, Taiwan

    Ting-ling Lai

  2. Instructional Systems Program, The Pennsylvania State University, 16802-1303, University Park, PA, USA

    Susan M. Land

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  1. Ting-ling Lai
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Correspondence to Ting-ling Lai .

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  1. Department of Educational Psychology and Instructional Technology, University of Georgia, 604 Aderhold Hall, 30602, Athens, GA, UK

    Michael Orey , V. J. McClendon  & Robert Maribe Branch ,  & 

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Lai, Tl., Land, S.M. (2009). Supporting Reflection in Online Learning Environments. In: Orey, M., McClendon, V.J., Branch, R.M. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 34. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09675-9_9

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