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

Content Provider	Springer Nature Link
Author	Yukawa, Joyce
Copyright Year	2006
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.
Starting Page	203
Ending Page	228
Page Count	26
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	1
Issue Number	2
e-ISSN	15561615
Language	English
Publisher	Kluwer Academic Publishers
Publisher Date	2006-06-26
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Affective domain Co-construction of knowledge Collaborative learning Co-reflection Distance learning Higher education Narrative analysis Reflection Wiki Educational Technology User Interfaces and Human Computer Interaction Computers and Education Learning & Instruction Cognitive Psychology
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together

A systemic and cognitive view on collaborative knowledge building with wikis

Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge

Barriers to online critical discourse

Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Enhancing student knowledge acquisition from online learning conversations

Sharing and cultivating tacit knowledge in an online learning environment

Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions

The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation

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

Similar Documents

Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together

A systemic and cognitive view on collaborative knowledge building with wikis

Interfering and resolving: How tabletop interaction facilitates co-construction of argumentative knowledge

Barriers to online critical discourse

Facilitating argumentative knowledge construction with computer-supported collaboration scripts

Enhancing student knowledge acquisition from online learning conversations

Sharing and cultivating tacit knowledge in an online learning environment

Putting the pieces together: Online argumentation vee diagrams enhance thinking during discussions

The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation

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