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Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions.

  • Linda Price
    ,
  • Bethany Alden Rivers
    ,
  • John T.E. Richardson
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers? beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors? own perspectives for what is needed to make online learning environments fertile territory for reflective learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 215-231

Journal (Volume, Issue Number)

International Review of Research in Open and Distributed Learning (Volume 15, Issue 3)

Publication milestones

  • Published - 01/01/2014

Publication status

Published - 01/01/2014

ISSN

1492-3831

External Publication IDs

  • handle.net: 10547/622632
  • Scopus: 84905099824

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