Learning with cyberfriends: The development of professional reflectionon- action skills through online partnerships
Catherine Mcloughlin, The Univ. of New England, Australia ; Joe Luca, Edith Cowan Univ., Australia
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
One the crises facing the professions is the scepticism surrounding the nature of professional knowledge and whether individuals can cope with the increased complexity of society and the changing demands of the workplace. Tertiary institutions have now strengthened their links with industry and have produced lists of attributes and communication skills they aim to cultivate in graduates. In order to develop these skills students need to be able to reflect on their learning experiences, integrate them with prior knowledge, self-evaluate and develop their own decision-making and planning processes. Online technologies can be used to support the process skills underpinning reflection-onaction (reflexivity). The development of reflexivity is presented in the context of an online tertiary unit where students proceed through the cycle of action, reflection, planning and abstract conceptualisation by engaging in a range of communication skills including peer assessment and problem solving. The study shows how online tasks can support reflexivity.
Mcloughlin, C. & Luca, J. (2001). Learning with cyberfriends: The development of professional reflectionon- action skills through online partnerships. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1280-1286). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)