Email this article 
Hide
Show all
Learning networks to enhance reflectivity: key elements for the design of a reflective network
Abstract
The benefits of reflective practice for professionals who deal with complex settings have been widely reported. Similarly, different types of learning networks (LNs) are emerging as a promising alternative to support lifelong learning. This article addresses the topic of how LNs can be used to support reflective professional practice and, furthermore, contribute to the development of reflectivity in individuals and groups of learners. As the starting point of an ongoing research study, a provisional model for the design of a reflective network (RN) is presented here. An RN is a type of LN that includes additional features to foster the development of reflective capabilities. This article includes a description of a reflective process model, a list of reflective capabilities, a group of key elements for the pedagogical support system for an RN, and some reflections on the challenges of implementing this model and investigating its effectiveness.
Keywords
References
Akyol, Z., & Garrison, D. R. (2011). Assessing metacognition in an online community of inquiry. The Internet and Higher Education, 14(3), 183-190. doi http://dx.doi.org/10.1016/j.iheduc.2011.01.005
Berlanga, A. J., Sloep, P. B., Kester, L., Brouns, F., Rosmalen, P. Van, & Koper, R. (2008). Ad hoc transient communities: towards fostering knowledge sharing in learning networks. International Journal of Learning Technology, 3(4), 443-458. doi http://dx.doi.org/10.1504/IJLT.2008.019378
Boud, D. (1993). Experience as the base for learning. Higher Education Research and Development, 12(1), 33-44. doi http://dx.doi.org/10.1080/0729436930120104
Boud, D., Cohen, R., & Walker, D. (1993). Using experience for learning. Bristol, PA: SRHE and Open University Press.
Bran, C.-N., & Balas, E.-C. (2011). Metacognitive regulation and in-depth learning. A study on the students preparing to become teachers. Procedia - Social and Behavioral Sciences, 11, 107-111. doi http://dx.doi.org/10.1016/j.sbspro.2011.01.043
Cacciamani, S., Cesareni, D., Martini, F., Ferrini, T., & Fujita, N. (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58(3), 874-884. doi http://dx.doi.org/10.1016/j.compedu.2011.10.019
Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia - Social and Behavioral Sciences, 33, 413-417. doi http://dx.doi.org/10.1016/j.sbspro.2012.01.154
Chang, C. K., Chen, G. D., & Li, L. Y. (2008). Constructing a community of practice to improve coursework activity. Computers & Education, 50(1), 235-247. doi http://dx.doi.org/10.1016/j.compedu.2006.05.003
Chang, C.-C., Chen, C.-C., & Chen, Y.-H. (2012). Reflective behaviors under a web-based portfolio assessment environment for high school students in a computer course. Computers & Education, 58(1), 459-469. doi http://dx.doi.org/10.1016/j.compedu.2011.08.023
Chikh, A., & Berkani, L. (2010). Communities of practice of e-learning, an innovative learning space for e-learning actors. Procedia - Social and Behavioral Sciences, 2(2), 5022-5027. doi http://dx.doi.org/10.1016/j.sbspro.2010.03.814
Clipa, O., Ignat, A.-A., & Stanciu, M. (2012). Learning diary as a tool for metacognitive strategies development. Procedia - Social and Behavioral Sciences, 33, 905-909. doi http://dx.doi.org/10.1016/j.sbspro.2012.01.253
Freire, P. (1970). Pedagogía del Oprimido [Pedagogy of the Oppressed]. Mexico: Siglo XXI editores.
Glava, A.-E., & Glava, C.-C. (2011). Profiles of metacognitive reflection in future teacher university students. Procedia - Social and Behavioral Sciences, 15, 988-992. doi http://dx.doi.org/10.1016/j.sbspro.2011.03.226
Glava, C.-C., & Glava, A.-E. (2011). Development of metacognitive behavior of future teacher students through electronic learning diaries as means of self reflection. Procedia Computer Science, 3, 649-653. doi http://dx.doi.org/10.1016/j.procs.2010.12.108
Gore, E., & Vazquez Manzini, M. (2004). Una introducción a la formación en el trabajo. Hacer visible lo invisible [An introduction to workplace training. Making the invisible visible]. Buenos Aires, Argentina: Fondo de Cultura Económica.
Harris, M. (2008). Scaffolding reflective journal writing - negotiating power, play and position. Nurse education today, 28(3), 314-26. doi http://dx.doi.org/10.1016/j.nedt.2007.06.006
Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2011). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments, 1-12. doi http://dx.doi.org/10.1080/10494820.2010.548068
Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., & Chen, N.-S. (2011). Effects of teaching and learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201. doi http://dx.doi.org/10.1016/j.compedu.2011.01.004
Häkkinen, P., & Hämäläinen, R. (2012). Shared and personal learning spaces: Challenges for pedagogical design. The Internet and Higher Education, 15(4), 231-236. doi http://dx.doi.org/10.1016/j.iheduc.2011.09.001
Jausovec, N. (2011). Metacognition. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of Creativity (pp. 107-112). doi http://dx.doi.org/10.1016/B978-0-12-375038-9.00146-1
Joubert, M., & Wishart, J. (2012). Participatory practices: Lessons learnt from two initiatives using online digital technologies to build knowledge. Computers & Education, 59(1), 110-119. doi http://dx.doi.org/10.1016/j.compedu.2011.09.024
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Koper, R., & Sloep, P. (2002). Learning Networks: a first elaboration. Educational Technology Expertise Centre Open University of the Netherlands. Retrieved from http://dspace.ou.nl/bitstream/1820/66/2/framework-TDprogramme-internalUse.pdf
Lansu, A., Boon, J., & Sloep, P. (2010). Learning in Networks for Sustainable Development. In L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell, & T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning NLC2010 (pp. 249-256). Retrieved from http://dspace.ou.nl/handle/1820/2344
Lin, H., Hong, Z.-R., & Lawrenz, F. (2012). Promoting and scaffolding argumentation through reflective asynchronous discussions. Computers & Education, 59(2), 378-384. doi http://dx.doi.org/10.1016/j.compedu.2012.01.019
Nederveen Pieterse, A., Van Knippenberg, D., & Van Ginkel, W. P. (2011). Diversity in goal orientation, team reflexivity, and team performance. Organizational Behavior and Human Decision Processes, 114(2), 153-164. doi http://dx.doi.org/10.1016/j.obhdp.2010.11.003
Penn, P., & Frankfurt, M. (2005). La creación de un texto participante: la escritura, las voces múltiples y la multiplicidad narrativa [Creating a Participant Text: Writing, Multiple Voices, Narrative Multiplicity]. In G. Limon Arce (Ed.) Terapias post modernas [Post Modern Therapies]. Mexico: Editorial Pax (pp. 85-110).
Raelin, J. (2000). Work-based Learning: The New Frontier of Management Development. Upper Saddle River, NJ: Prentice Hall.
Rajagopal, K., Joosten-ten Brinke, D., Van Bruggen, J., & Sloep, P. B. (2012). Understanding personal learning networks: their structure, content and the networking skills needed to optimally use them. First Monday, 17(1), 1-12. Retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3559/3131
Rajagopal, K., Verjans, S., Sloep, P. B., & Costa, C. (2012). People in Personal Learning Networks: Analysing their Characteristics and Identifying Suitable Tools. In V. Hodgson, C. Jones, M. De Laat, D. McConnell, T. Ryberg, & P. Sloep (Eds.), Proceedings of the Eighth International Conference on Networked Learning 2012 (pp. 252-259). Retrieved from: http://hdl.handle.net/1820/4224
Reinhardt, W., Schmidt, B., Sloep, P., & Drachsler, H. (2011). Knowledge Worker Roles and Actions – Results of Two Empirical Studies. Knowledge and Process Management, 18(3), 150-174. doi http://dx.doi.org/10.1002/kpm
Robertson, J. (2011). The educational affordances of blogs for self-directed learning. Computers & Education, 57(2), 1628-1644. doi http://dx.doi.org/10.1016/j.compedu.2011.03.003
Sarivan, L. (2011). The Reflective Teacher. Procedia - Social and Behavioral Sciences, 11, 195-199. doi http://dx.doi.org/10.1016/j.sbspro.2011.01.060
Schön, D. A. (1983). The reflective practitioner: how professionals think in action. New York, NY: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Inc.
Sie, R. L. L., Berlanga, A. J., Rajagopal, K., Pannekeet, K., Fazeli, S., Sloep, P. B., & Heerlen, A. T. (2012). Social Tools for Networked Learning: Current and Future Research Directions. In V. Hodgson, C. Jones, M. De Laat, D. McConnell, T. Ryberg, & P. Sloep (Eds.), Proceedings of the Eighth International Conference on Networked Learning 2012 (pp. 312-319). Retrieved from: http://hdl.handle.net/1820/4218
Sloep, P. B., & Berlanga Flores, A. J. (2011). Redes de aprendizaje, aprendizaje en red [Learning networks, networked learning]. Comunicar Revista científica iberoamericana de comunicación y educación, (37), 55-63. Retrieved from http://dialnet.unirioja.es/servlet/extart?codigo=3733909
Sloep, Peter, & Kester, L. (2009). From Lurker to Active Participant. In R. Koper (Ed.), Learning, 17-27. Retrieved from http://dspace.ou.nl/handle/1820/1938
Stein, D. S., Wanstreet, C. E., Slagle, P., Trinko, L. A., & Lutz, M. (2012). From “hello” to higher-order thinking: The effect of coaching and feedback on online chats. The Internet and Higher Education, 1-7. doi http://dx.doi.org/10.1016/j.iheduc.2012.03.001
Uzunboylu, H., Bicen, H., & Cavus, N. (2011). The efficient virtual learning environment: A case study of web 2.0 tools and Windows live spaces. Computers & Education, 56(3), 720-726. doi http://dx.doi.org/10.1016/j.compedu.2010.10.014
Van Der Klink, M., Drachsler, H., & Sloep, P. B. (2012). Technology-enhanced learning in the workplace. In D. Derks & A. B. Bakker (Eds.), The psychology of digital media work. Hove, England: Psychology Press.
Wopereis, I., Sloep, P., & Poortman, S. (2010). Weblogs as instruments for reflection on action in teacher education. In J. Aebersold (Ed.), Interactive Learning Environments, 18(3), 245-261. doi http://dx.doi.org/10.1080/10494820.2010.500530
Zhan, Z., Xu, F., & Ye, H. (2011). Effects of an online learning community on active and reflective learners’ learning performance and attitudes in a face-to-face undergraduate course. Computers & Education, 56(4), 961-968. doi http://dx.doi.org/10.1016/j.compedu.2010.11.012
Zydney, J. M., deNoyelles, A., & Kyeong-Ju Seo, K. (2012). Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions. Computers & Education, 58(1), 77-87. doi http://dx.doi.org/10.1016/j.compedu.2011.07.009
DOI: http://dx.doi.org/10.7238/rusc.v11i1.1736
Refbacks
- There are currently no refbacks.
RUSC. Universities and Knowledge Society Journal is an e-journal edited by the Universitat Oberta de Catalunya (Barcelona).
The texts published in this journal are – unless indicated otherwise – covered by the Creative Commons Spain Attribution 3.0 licence. You may copy, distribute, transmit and adapt the work, provided you attribute it (authorship, journal name, publisher) in the manner specified by the author(s) or licensor(s). The full text of the licence can be consulted here: http://creativecommons.org/licenses/by/3.0/es/deed.en.