Formal Reflection

I must confess a certain lack of enthusiasm for writing reflections in early courses of our e-learning sequence and even recently questioned the validity of going back into our e-portfolios and adding reflections. Perhaps I had previously encountered reflections that were not well-constructed for deeper learning, and so had to learn and relearn their value in a quality learning environment. 

The other day in my internship course, I was working on comments for the large group discussion after Module Four. Having previously commented on student reflections, as I worked out my thoughts regarding large group I brought up the reflections page of each student’s e-portfolio. I was hoping for insight on what they had gotten out of their discussions. Certainly, I did gain insight, but I also learned more about how our online experiences provide a sense of community. 

In their reflections, many students remarked that the end of Module Four was the halfway point -- some with surprise and some with relief. There are, of course, students who go through the motions and do reflections merely to check a box on a list. I would posit that although they may have excellent skills, they are not gaining as much from the course as those who take the time to reflect deeply and critically on their course experiences. I am beginning to understand that thoughtful reflections allow the facilitator to follow up with thoughtful feedback. This process, in tandem with participation on the discussion boards, allow the online community to develop and learning to deepen.

There were several students who took the opportunity to mention how much the course had so far impacted them personally and professionally, and a few were really quite moving. One student is a relatively young, single parent; another is struggling to teach 11 preps while taking the class; a couple have learned the technology they need to be successful, but are nervous about trying new technologies and describe themselves as “digital non-natives”; and, a couple describe themselves as timid and who struggle to maintain a presence on the discussion boards. These are important things for a facilitator be aware of as we move through a course. 

The student who caused me to select reflections for this mid-term assignment wrote that she feels a certain sense of affirmation through the course. What she thought, but now truly believes, is online education is as much about establishing an interactive learning environment as it is about the curriculum and alternative content delivery. By establishing a positive learning community, she knows her students will learn through interaction with one another. Her challenge now is to create opportunities in her course for students to work and to learn collaboratively.

It is not enough to ask students to reflect on their learning. A good facilitator will create prompts that require deep or critical thought. My example student who feels a certain affirmation from the class may have realized such positive feelings on her own. However, by responding to the reflection prompt “describe one a-ha moment thus far in the course”, she not only described the moment, she made connections from herself to her curriculum and to her students, and even identified strategies to make it happen. Ultimately, her students will benefit, and that is her goal. 

Now I must confess quite positive feelings toward writing reflections. I appreciate the opportunity to pause and think about my own learning. Through the practicum experience and the new perspective to which I approach student reflections, I have come to appreciate the opportunity to learn from and to better understand the learners in my class, too. I will give their use in any coursework I develop further thought as I continue to learn to, and plan for, a supportive community in my courses.


Works Consulted

Ash, S. L., & Clayton, P. H. (2009). Generating, deepening, and documenting learning: The Power of critical reflection in applied learning. Journal of Applied Learning in Higher Education, 1(Fall), 25-48. Retrieved February 14, 2014, from http://webii.eckerd.edu/qep/faculty/files/Ash_Clayton_Generating_Deepening_and_Documenting_Learning.pdf

Bart, M. (2011, May 11). Critical Reflection Adds Depth and Breadth to Student Learning. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved February 14, 2014, from http://www.facultyfocus.com/articles/instructional-design/critical-reflection-adds-depth-and-breadth-to-student-learning/

Burns, M., Dimock, V., & Martinez, D. (2000). Action + reflection = learning. TAP into Learning, 3(2), 1-4. Retrieved February 14, 2014, from http://www.sedl.org/pubs/tapinto/v3n2.pdf

Oliver, R., & Herrington, J. (2002). Designing for reflection in online courses. Quality Conversations: Proceedings of the 25th HERDSA Annual Conference, 313-319. Retrieved February 14, 2014, from http://researchrepository.murdoch.edu.au/id/eprint/6978

© Deborah Kabler 2013