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Article of Volume 1, Issue 2, June 2006

Co-reflection in online learning: Collaborative critical thinking as narrative

Author: Joyce Yukawa

Abstract: 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.

Keywords: Affective domain, Co-construction of knowledge, Collaborative learning, Co-reflection, Distance learning, Higher education, Narrative analysis, Reflection, Wiki

Citation: Yukawa, J. (2006) Co-reflection in online learning: Collaborative critical thinking as narrative. ijcscl 1 (2)

DOI: 10.1007/s11412-006-8994-9

Preprint: yukawa_1_2.pdf

About this article at link.springer.com [http://dx.doi.org/10.1007/s11412-006-8994-9] including a link to the official electronic version.