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Collaborative reflection : supporting one practitioner's development of online learning communities /

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dc.contributor.author Simmons, Nicola. en_US
dc.date.accessioned 2009-05-21T12:52:57Z
dc.date.available 2009-05-21T12:52:57Z
dc.date.issued 2004-05-21T12:52:57Z
dc.identifier.uri http://hdl.handle.net/10464/1205
dc.description.abstract This is a study of one participant's reflective practice as she worked to develop online communities in a face-to-face science course. Her process of reflective practice was examined in order to address factors that influenced her learning path, and the benefits and challenges of collaborative action research. These research goals were pursued using a collaborative action research methodology, initially chosen for its close match with Schon's (1983) model of reflective practice. The participant's learning fit vnth Mezirow's (1991) model of transformative learning. She began with beliefs that matched her goals, and she demonstrated significant learning in three areas. First, she demonstrated instrumental learning around the constraints of workload and time, and achieving online learning community indicators. Second, she demonstrated communicative learning that helped her to see her own needs for feedback and communication more clearly, and how other process partners had been a support to her. Third, her emancipatory learning saw her revisiting and questioning her goals. It was through the reflective conversation during the planned meetings and the researcher's reframing and interrogation of that reflection that the participant was able to clarify and extend her thinking, and in so doing, critically reflect on her practice as she worked to develop online learning communities. In this way, the collaborative action research methodology was an embodiment of co-constructivism through collaborative reflective practice. Schon's (1983) model of reflective practice positions a lone practitioners moving through cycles ofplan-act-observe-reflect. The results fi"om this study suggest that collaboration is an important piece of the reflective practice model. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Reflection (Philosophy) en_US
dc.subject Students en_US
dc.subject Experiential learning. en_US
dc.subject Action research in education. en_US
dc.subject Science en_US
dc.title Collaborative reflection : supporting one practitioner's development of online learning communities / en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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