The Case of Socially Constructed Knowledge through Online Collaborative Reflection

Autor/inn/en	Radovic, Slaviša; Firssova, Olga; Hummel, Hans G. K.; Vermeulen, Marjan
Titel	The Case of Socially Constructed Knowledge through Online Collaborative Reflection
Quelle	In: Studies in Continuing Education, 45 (2023) 2, S.168-187 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radovic, Slaviša) ORCID (Firssova, Olga) ORCID (Hummel, Hans G. K.) ORCID (Vermeulen, Marjan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2022.2029389
Schlagwörter	Reflection; Cooperation; Computer Mediated Communication; Educational Technology; Academic Achievement; Student Attitudes; Student Motivation; Experiential Learning; Student Satisfaction; Interaction; Graduate Students; Masters Programs; Distance Education; Discussion (Teaching Technique); Writing Assignments; Perspective Taking; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Computerkonferenz; Unterrichtsmedien; Schulleistung; Schülerverhalten; Schulische Motivation; Experiental learning; Erfahrungsorientiertes Lernen; Interaktion; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Distance study; Distance learning; Fernunterricht; Zukunftsperspektive; Ausland; Niederlande
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01