Establishing a Foundational Framework for Development of Reflective Thinking: Learning Journals in the MDE

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Establishing a Foundational Framework for
Development of Reflective Thinking Learning
Journals in the MDE

• Lisa M. Blaschke and Jane E. Brindley
• Oldenburg University (Germany)
• EDEN Research Workshop, Budapest
• October 24-27, 2010

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What is Reflection?

• Critically thinking about how andwhat we learn
  (metacognition)
• Making meaning by making connections
• Constructing ideas, theory, and knowledge
• Becoming an independent learner

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Why is Reflection Important?

• For learning
• For life
• In distance education
• In the Masters in Distance Education and
  E-learning (MDE)

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Taking a Reflective ApproachThe Case Study

• Praxis Reflective thinking about practice
• Question Is the learning journal effective in
  developing reflective thinking? Are we meeting
  learning outcome goals in the MDE?
• Case Study A qualitative, investigative method
  to deepen understanding (reflective thinking
  about practice)

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Case Study Method

• Deepen understanding of a general principle by
  investigating, describing, and reflecting on a
  specific case
• Examine/understand from different perspectives
• Literature review (others)
• Instructor theory and practice (ours)
• Student survey (learners)

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Does Reflection Lead to Change?

• Think of an instance when reflective thinking
  changed your behaviour in some way in your
  teaching or professional practice or in the way
  that you do something
• What was the realization (aha moment) that led
  to the realization and what did you change?

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Encouraging Reflection in the Classroom

• Make reflective practice an explicit learning
  objective
• Provide guidance and scaffolding
• Model desired behaviour
• Encourage questioning/challenging
• Incorporate reflection activities
• Provide ongoing, continuous feedback
• Assess performance

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Learning Journals and ReflectionStudent Examples

• Reflecting on the learning experience
• Documenting thoughts and feelings
• Recognizing change!
• Demonstrating consolidation/deepening of learning
• Constructing new, user-generated knowledge
• Making connections

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Guiding Questions for Students

• How has your definition/understanding of DE
  evolved since you first posted it)? What changes
  would you make to your original definition as a
  result of Module 1 readings and discussions?
• What has contributed to the change in your
  understanding of DE (i.e., specific
  discussions/readings/interactions)?
• How would you convey to your co-workers what you
  learned in this module? How might you apply what
  youve learned in this module to a real life DE
  environment?
• What was your most important aha! experience in
  this module?
• Review the objectives for this module. Do you
  feel that module goals and objectives have been
  met? How and in what way?

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Reflecting on the Learning Experience
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Documenting Thoughts and Feelings
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Recognizing Change
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Deepening of Learning
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Constructing New, User-Generated Knowledge
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Making Connections
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Making Connections
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The Learner PerspectiveEffects of Journaling

• Understanding their learning process
  (metacognition)
• Thinking about how they think (metacognition)
• Reflecting on reading/class discussions
• Understanding course material
• Feeling more connected to course content (v.
  instructors/peers)

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Moving Forward

• Implications for practice
• Future research

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Your Questions and Reflections?

• Thank You!
• Lisa Marie Blaschke
• ltlblaschke_at_faculty.umuc.edugt
• Jane E. Brindley
• ltjbrind_at_uwindsor.cagt