Skip to main content
SpringerLink
Log in
Book cover

International Conference on Technology and Innovation in Learning, Teaching and Education

TECH-EDU 2020: Technology and Innovation in Learning, Teaching and Education pp 141–155Cite as

Structuring International University Students’ Reflection and Meta-reflection Experiences Online

  • Conference paper
  • First Online:

  • 806 Accesses

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1384))

Abstract

The recent emergency remote teaching experiences caused by the Covid-19 pandemic have placed a forced attention on existing online pedagogical tools and intelligent ways of combining them to reinforce student presence in the learning environment. In higher education, where students’ autonomy is even more desired, the design of online learning experiences that focus on reflective thinking has always been a principal focus, due to the relation between reflection and self-regulated learning. This study focuses on a technically non-demanding way of combining two existing online tools and appropriating their use towards a two-fold pedagogical goal: (a) students’ creation and sharing of reflective narrations on their experience of a practice-oriented social science methods introductory course using JustPaste.it; and (b) their subsequent meta-reflection on these narrations using the course’s online Discussion Forum. The study highlights two main factors in the success of this combination, namely the importance of structuring guidelines and prompts for both reflection and meta-reflection to take place, and taking into account the age (average 17 years old) and multiple national backgrounds of the participants. An assessment rubric for students’ reflective and meta-reflective texts was also designed and tested as part of the study.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. O’Byrne, W.I., Pytash, K.E.: Hybrid and blended learning: modifying pedagogy across path, pace, time, and place. J. Adolesc. Health. 59(2), 137–140 (2015). https://doi.org/10.1002/jaal.463

    Article  Google Scholar 

  2. Stefanou, C., Stolk, J.D., Prince, M., Chen, J.C., Lord, S.M.: Self-regulation and autonomy in problem-and project-based learning environments. Act. Learn. High. Educ. 14(2), 109–122 (2013). https://doi.org/10.1177/1469787413481132

    Article  Google Scholar 

  3. Lee, E., Pate, J.A., Cozart, D.: Autonomy support for online students. TechTrends 59(4), 54–61 (2015). https://doi.org/10.1007/s11528-015-0871-9

    Article  Google Scholar 

  4. Seiver, J.G., Troja, A.: Satisfaction and success in online learning as a function of the needs for affiliation, autonomy, and mastery. Distance Educ. 35(1), 90–105 (2014). https://doi.org/10.1080/01587919.2014.891427

    Article  Google Scholar 

  5. Lynch, R., Dembo, M.: The relationship between self-regulation and online learning in a blended learning context. Int. Rev. Res. Open Distrib. Learn. 5(2) (2004). https://doi.org/10.19173/irrodl.v5i2.189

  6. Sanders, M.: Embracing critical thinking as a model for professional development: creating CTB-FLCs on your campus. Inquiry: Critical Thinking Disciplines 26(1), 29–37 (2011). https://doi.org/10.5840/inquiryctnews20112615

  7. Mezirow, J.: On critical reflection. Adult Learning Quarterly 48, 185–198 (1998). https://doi.org/10.1177/074171369804800305

    Article  Google Scholar 

  8. Gupta, T., Burke, K.A., Mehta, A., Greenbowe, T.J.: Impact of guided-inquiry-based instruction with a writing and reflection emphasis on chemistry students’ critical thinking abilities. J. Chem. Educ. 92(1), 32–38 (2015). https://doi.org/10.1021/ed500059r

    Article  Google Scholar 

  9. Naber, J., Wyatt, T.H.: The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Educ. Today 34(1), 67–72 (2014). https://doi.org/10.1016/j.nedt.2013.04.002

    Article  Google Scholar 

  10. Ghanizadeh, A.: The interplay between reflective thinking, critical thinking, self-monitoring, and academic achievement in higher education. High. Educ. 74(1), 101–114 (2016). https://doi.org/10.1007/s10734-016-0031-y

    Article  Google Scholar 

  11. Seaman, J.: Experience, reflect, critique: the end of the “learning cycles” era. J. Experiential Educ. 31(1), 3–18 (2008). https://doi.org/10.5193/jee.31.1.3

    Article  MathSciNet  Google Scholar 

  12. Stewart, M.: Understanding learning: theories and critique. In: Hunt, L., Chalmers, D. (eds.) University Teaching in Focus: A Learning-Centred Approach, pp. 3–20. Routledge, London (2012)

    Chapter  Google Scholar 

  13. Dewey, J.: How We Think. D.C. Heath, Boston (1910)

    Book  Google Scholar 

  14. Schön, D.A.: The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York (1983)

    Google Scholar 

  15. Schön, D.A.: Educating the Reflective Practitioner. Jossey-Bass, San Francisco (1987)

    Google Scholar 

  16. Yanow, D., Tsoukas, H.: What is reflection-in-action? A phenomenological account. J. Manag. Stud. 46(8), 1339–1364 (2009). https://doi.org/10.1111/j.1467-6486.2009.00859.x

    Article  Google Scholar 

  17. Wenger, E.: Communities of practice and social learning systems: the career of a concept. In: Blackmore, Ch. (ed.) Social Learning Systems and Communities of Practice, pp. 179–198. Springer, London (2010)

    Chapter  Google Scholar 

  18. Michaels, S., O’Connor, C., Resnick, L.B.: Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life. Stud. Philos. Educ. 27(4), 283–297 (2008). https://doi.org/10.1007/s11217-007-9071-1

    Article  Google Scholar 

  19. Rapanta, C.: Argumentation as critically oriented pedagogical dialogue. Informal Logic 39(1), 1–31 (2019). https://doi.org/10.22329/il.v39i1.5116

  20. Mezirow, J.: Transformation theory of adult learning. In: Welton, M.R. (ed.) Indefence of the Lifeworld, pp. 39–70. SUNY Press, New York (1995)

    Google Scholar 

  21. Kitchenham, A., Chasteauneuf, C.: An application of Mezirow’s critical reflection theory to electronic portfolios. J. Transform. Educ. 7(3), 230–244 (2009). https://doi.org/10.1177/1541344610383287

    Article  Google Scholar 

  22. Esposito, G., Freda, M.F., Picione, R.D.L.: Reflexivity or “reflexivities” in higher education: conceptualizing unique reflexive process. In: Freda, M.F., González-Monteagudo, J., Esposito, G. (eds.) Working with Underachieving Students in Higher Education, pp. 58–68. Routledge, London (2016)

    Google Scholar 

  23. Pedaste, M., et al.: Phases of inquiry-based learning: definitions and the inquiry cycle. Educ. Res. Rev. 14, 47–61 (2015). https://doi.org/10.1016/j.edurev.2015.02.003

  24. Aditomo, A., Goodyear, P., Bliuc, A.M., Ellis, R.A.: Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Stud. High. Educ. 38(9), 1239–1258 (2013). https://doi.org/10.1080/03075079.2011.616584

    Article  Google Scholar 

  25. Diana, P., Catone, M.C.: E-learning in an undergraduate course in research methods for the social sciences: reflections on teaching. Italian J. Sociol. Educ. 8(2), 110–142 (2016)

    Google Scholar 

  26. Hammond, M., Collins, R.: Self-directed Learning: Critical Practice. Kogan Page, London (1991)

    Google Scholar 

  27. George, S., Michel, C., Ollagnier-Beldame, M.: Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces. Interact. Learn. Environ. 24(7), 1389–1407 (2016). https://doi.org/10.1080/10494820.2015.1016532

    Article  Google Scholar 

  28. Kahn, P., Everington, L., Kelm, K., Reid, I., Watkins, F.: Understanding student engagement in online learning environments: the role of reflexivity. Educ. Tech. Res. Dev. 65(1), 203–218 (2016). https://doi.org/10.1007/s11423-016-9484-z

    Article  Google Scholar 

  29. Mumford, S., Dikilitaş, K.: Pre-service language teachers reflection development through online interaction in a hybrid learning course. Comput. Educ. 144, 103706 (2020). https://doi.org/10.1016/j.compedu.2019.103706

    Article  Google Scholar 

  30. Walker, P., Finney, N.: Skill development and critical thinking in higher education. Teach. High. Educ. 4(4), 531–547 (1999). https://doi.org/10.1080/1356251990040409

    Article  Google Scholar 

  31. Jackson, T., Mackenzie, J., Hobfoll, S.E.: Communal aspects of self-regulation. In: Boekaerts, M., Pintrich, P.R., Zeidner, M. (eds.) Handbook of Self-regulation, pp. 275–300. Academic Press, San Diego (2000)

    Chapter  Google Scholar 

  32. Hadwin, A.F., Järvelä, S., Miller, M.: Self-regulation, coregulation, and socially shared regulation: exploring perspectives of social in self-regulated learning theory. In: Zimmerman, B.J., Schunk, D.H. (eds.) Handbook of Self-regulation of Learning and Performance, pp. 65–84. Routledge, New York (2011)

    Google Scholar 

  33. Bain, J.D., Ballantyne, R., Mills, C., Lester, N.C.: Reflecting on Practice: Student Teachers’ Perspectives. Post-pressed, Flaxton, Qld (2002)

    Google Scholar 

  34. Shehabat, A., Mitew, T.: Black-boxing the black flag: anonymous sharing platforms and ISIS content distribution tactics. Perspect. Terrorism 12(1), 81–99 (2018). https://doi.org/10.1080/1356251990040409

    Article  Google Scholar 

  35. Mortari, L.: Learning thoughtful reflection in teacher education. Teachers Teaching 18(5), 525–545 (2012). https://doi.org/10.1080/13540602.2012.709729

    Article  Google Scholar 

  36. Rausch, D.W., Crawford, E.K.: Cohorts, communities of inquiry, and course delivery methods: UTC best practices in learning—the hybrid learning community model. J. Contin. High. Educ. 60(3), 175–180 (2012). https://doi.org/10.1080/07377363.2013.722428

    Article  Google Scholar 

  37. Hofmann, R., Ruthven, K.: Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics. Br. Edu. Res. J. 44(3), 496–514 (2018). https://doi.org/10.1002/berj.3444

    Article  Google Scholar 

  38. Dennen, V.P.: From message posting to learning dialogues: factors affecting learner participation in asynchronous discussion. Distance Educ. 26(1), 127–148 (2005). https://doi.org/10.1080/01587910500081376

    Article  Google Scholar 

  39. Kuhn, D.: The Skills of Argument. Cambridge University Press, New York (1991)

    Book  Google Scholar 

  40. Kuhn, D.: A developmental model of critical thinking. Educ. Res. 28(2), 16–46 (1999)

    Article  Google Scholar 

  41. Kuhn, D.: How do people know? Psychol. Sci. 12(1), 1–8 (2001)

    Article  Google Scholar 

  42. Lundgren, H., Poell, R.F.: On critical reflection: a review of Mezirow’s theory and its operationalization. Hum. Resour. Dev. Rev. 15(1), 3–28 (2016). https://doi.org/10.1177/1534484315622735

    Article  Google Scholar 

  43. Burbules, N.C.: Aporia: Webs, passages, getting lost, and learning to go on. Philos. Educ. Archive 33–43 (1997)

    Google Scholar 

  44. Breault, R.: Accountability: to whom, for whom, and by whom? In: Breault, D.A., Breault, R. (eds.) Experiencing Dewey: Insights for Today’s Classroom, pp. 9–12. Routledge & Kappa Delta Pi, New York (2014)

    Google Scholar 

  45. Surrain, S., Duhaylongsod, L., Selman, R.L., Snow, C.E.: Using narrative thinking in argumentative writing. In: Veneziano, E., Nicolopoulou, A. (eds). Narrative, Literacy and Other Skills: Studies in Intervention, pp. 151–172. John Publishing, Amsterdam (2019)

    Google Scholar 

  46. Jenson, J.D.: Promoting self-regulation and critical reflection through writing students’ use of electronic portfolio. Int. J. ePortfolio 1(1), 49–60 (2011)

    Google Scholar 

  47. Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., Koole, M.: Online university teaching during and after the Covid-19 Crisis: refocusing teacher presence and learning activity. Postdigital Sci. Educ. 2(3), 923–945 (2020). https://doi.org/10.1007/s42438-020-00155-y

    Article  Google Scholar 

  48. Jackson, M.J., Helms, M.M.: Student perceptions of hybrid courses: measuring and interpreting quality. J. Educ. Bus. 84(1), 7–12 (2008). https://doi.org/10.3200/joeb.84.1.7-12

    Article  Google Scholar 

  49. White, J.V.: Students’ perception of the role of reflection in leadership learning. J. Leadership Educ. 11(2), 140–157 (2012). https://doi.org/10.12806/v11/i2/rf8

Download references

Author information

Authors and Affiliations

  1. Faculty of Social Sciences and Humanities, Universidade Nova de Lisboa, Avenida de Berna 26, 1069063, Lisbon, Portugal

    Chrysi Rapanta

  2. International Mobility Office, Universidade Nova de Lisboa, Campus de Campolide, 1099085, Lisbon, Portugal

    Carlotta Pisano

Authors
  1. Chrysi Rapanta
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Carlotta Pisano
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chrysi Rapanta .

Editor information

Editors and Affiliations

  1. University of Trás-os-Montes e Alto Douro, Vila Real, Portugal

    Arsénio Reis

  2. University of Trás-os-Montes e Alto Douro, Vila Real, Portugal

    João Barroso

  3. University of Trás-os-Montes e Alto Douro, Vila Real, Portugal

    J. Bernardino Lopes

  4. University of Ioannina, Ioannina, Greece

    Tassos Mikropoulos

  5. National Hua-Lien University of Education, Hualien City, Taiwan

    Chih-Wen Fan

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Rapanta, C., Pisano, C. (2021). Structuring International University Students’ Reflection and Meta-reflection Experiences Online. In: Reis, A., Barroso, J., Lopes, J.B., Mikropoulos, T., Fan, CW. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2020. Communications in Computer and Information Science, vol 1384. Springer, Cham. https://doi.org/10.1007/978-3-030-73988-1_10

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-73988-1_10

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-73987-4

  • Online ISBN: 978-3-030-73988-1

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation