Co-Reflection in Online Learning: Collaborative Critical Thinking as Narrative
IJCCL Volume 1, Number 2, ISSN 1556-1607
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.
Yukawa, J. (2006). Co-Reflection in Online Learning: Collaborative Critical Thinking as Narrative. International Journal of Computer-Supported Collaborative Learning, 1(2), 203-228.
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