Co-reflection in online learning: Collaborative critical thinking as narrative
|Co-reflection in online learning: Collaborative critical thinking as narrative|
|Published in||International Journal of Computer-Supported Collaborative Learning|
|Keyword(s)||Affective domain, Co-construction of knowledge, Co-reflection, Collaborative learning, Distance learning, Higher education, Narrative analysis, Reflection, Wiki|
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Co-reflection in online learning: Collaborative critical thinking as narrative is a 2006 journal article written in English by Yukawa J. and published in International Journal of Computer-Supported Collaborative Learning.
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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