Computer Supported Collaborative Learning and Critical Reflection: A Case Study of Fashion Consumerism
Ada MA, The Hong Kong Institute of Education, China
IJELLO Volume 6, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
Computer-supported collaborative learning (CSCL) is believed to be a powerful pedagogical process to equip students with critical reflection to be more sensitive to cultural diversity, stereotypes, and multiple perspectives. The elements of collaborative learning are drawn from research findings and result in a new model to be implemented for learners using Blackboard as avenue for on-line self-reflection and on-going peer critical debate. Participants are students enrolled in a Bachelor of Education program in the field of Home Economics and assigned to group projects. Students are required to undertake a critical analysis of fashion advertisements with reflective e- journals and a reflective paper to question taken-for-granted assumptions. This paper begins with a literature review on critical reflection which demonstrates the problematic nature of defining and researching reflective concepts and techniques, as well as the very wide range of meanings assigned to terms associated with reflection. Next is an outline of the pedagogical design that creates CSCL opportunities and experiences to promote critical reflection in learners. It then highlights students’ reflections on how the created peer support system promotes their critical reflective capabilities. Finally, good practices of fostering collaborative reflection are shared that may be adapted in different contexts apart from the teacher education sector.
MA, A. (2010). Computer Supported Collaborative Learning and Critical Reflection: A Case Study of Fashion Consumerism. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 87-102. Informing Science Institute. Retrieved December 19, 2018 from https://www.learntechlib.org/p/44775/.
- Anderson, T., Rourke, L., Garrison, D.R., & Archer, W. (2001). Assessing teaching presence in a computer conference context. Journal of Asynchronous Learning Networks, 5(2). 1-17. Retrieved 18 May 2007 from http://www.aln.org/publications/jaln/v5n2/pdf/v5n2_anderson.pdf Barnett, R. (1997). Higher education: A critical business. London: SRHE and Open University Press.
- Beyer, L.E. (2001). The value of critical perspectives in teacher education. Journal of Teacher Education, 52(2), 151-163.
- Boud, D., & Walker, D. (1993). Barriers to reflection on experience. In D. Boud, R. Cohen& D. Walker (Eds.), Using experience for learning, (P.73-86). Bristol: Open University Press.
- Bourner, T. (2003). Assessing reflective learning. Education and Training, 45(5), 267-272. Boston: MCB UP Limited.
- Brown, M. (1993). Philosophical studies of home economics in the United States: Basic ideas by which home economists understand themselves. East Lansing, MI: Michigan State University Press.
- Brown, M. (1995). The concept of community. Kappa Omicron Nu FORUM, 8(2), 7-20. Retrieved March 6, 2008 from http://www.kon.org/archives/forum/forum_8_2.pdf Brownlee, J., Purdie, N. & Boulton-Lewis, G. (2001). Changing epistemological beliefs in pre-service teacher education. Teaching in Higher Education, 6(2), 247-268.
- Curtis, J.N. (2006). Using online discussion forums to promote critical reflection among pre and in-service HIV/AIS educators and service providers. International Electronic Journal of Health Education, 9, 166-179.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: D.C. Heath.
- Education Commission. (2000). Learning for life, learning through life– Reform proposals for the education system in Hong Kong. Hong Kong: Government Printer.
- Griffin, J.D. (2003). Technology in the teaching of neuroscience: Enhanced student learning. Advances in Physiology Education, 27, 146-155.
- Habermas, J. (1970). Towards a theory of communicative competence. Inquiry, 13(4), 360-376.
- Habermas, J. (1971). Knowledge and human interests. Boston: Beacon Press.
- Habermas, J. (1981). The theory of communicative action: Reason and the rationalisation of society. London: Heinemann Educational Books.
- Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Journal of Teacher Education, 41(4), 23-32.
- Hawkes, M. (2001). Variables of interest in exploring the reflective outcomes of networked-based communication. Journal of Research on Computing in Education, 33(3), 44-56.
- Hawkes, M., & Romiszowski, A. (2001). Examining the reflective outcomes of asynchronous computermediated communication on in-service teacher development. Journal of Technology and Teacher Education, 9(2), 285-308.
- Henderson, K., Napan, K., & Monteiro, S. (2004). Encouraging reflective learning: An online challenge. In R. Atkinson, C. McBeath, D. Jonas-Dwyer& R. Philips (Eds.), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference, (P.357-364). Perth, Australia.
- Heng, M.S.H. & Moor, A.D. (2003). From Habermas’s communicative theory to practice on the internet. Information System Journal, 13(4), 331-352.
- MaHenri, F. (1992). Computer conferencing and content analysis. In A.R. Kaye (Ed.), Collaborative learning through computer conferencing: The Najadan Papers (P. 117-136). London: Springer-Verlag.
- Henry, M.I., Reynolds, J., & Pendergast, D. (1999). Social inquiry: An approach to learning and teaching in Home Economics. Australia: Home Economics Institute of Australia Inc.
- Hiemstra, R. (2001). Uses and benefits of journal writing. New Directions for Adult and Continuing Education, 90, 19-26.
- Huynh. M. (2005). Viewing e-learning productivity from the perspective of Habermas’ cognitive interests theory. Journal of Electronic Commerce in Organizations, 3(2), 33-45.
- Jensen, S.K., & Joy, C. (2005). Exploring a model to evaluate levels of reflection in baccalaureate nursing students’ journals. Journal of Nursing Education, 44(3), 139-142.
- Kelly, M. (2007). Journals in the Classroom. Retrieved 6 June 2007 from http://712educators.about.com/cs/writingresources/a/journals.htm.
- Kerka, S. (2002). Journal writing as an adult learning tool. Practice Application Brief No. 22 ACVE. Retrieved 6 June 2007 from: The ClearingHouse on Adult, Career, and Vocational Education (ACVE) Website: http://www.cete.org/acve/docgen.asp?tbl=pab & ID-112.
- King, F.B., & LaRocco, D.J. (2006). E-Journaling: A strategy to support student reflection and understanding. Current Issues in Education, 9(4). Available On-line: http://cie.ed.asu.edu/volume9/number4/. Longhurst, J., & Sandage, S.A. (2004). Appropriate technology and journal writing: Structured dialogues that enhance learning. College Education, 52(2), 69-75.
- Maor, D. (2003). The teacher’s role in developing interactions and reflections in an online learning community. Education Media International, 40(1/2), 127-137.
- McMahon, T.A. (1996). From isolation to interaction? Computer-mediated communications and teacher professional development. Unpublished doctoral dissertation, Indiana University, Bloomington, IN. Retrieved 30 August 2003 from www.questia.com/PM.qst?a=o & Se=gglsc & D=5002415132
- Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mexirow & Associates (Eds.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey-Bass.
- Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
- Moon, J. (1999). Learning journals: A handbook for academics, students and professional development. London: Kogan Page.
- Moon, J. (2000). Reflection in learning& Professional development: Theory and practice. London: Kogan Page.
- Moon, J. (2001). PDP working paper 4: Reflection in higher education learning. UK: LTSN Generic Centre.
- Mulder, I., Swaak, J., & Kessels, J. (2002). Assessing group learning and shared understanding in technology-mediated interaction. Educational Technology& Society, 5(1), 35-47.
- Oliver, M., & Naidu, S. (1997). Computer supported collaborative reflection in and out action in nursing education. Queensland: University of Southern Queensland.
- Posner, G. (2000). Field experience: A guide to reflective teaching. New York: Longman.
- Reynold, M. (1998). Reflection and critical reflection in management learning. Management Learning, 29(2), 183-200. Computer Supported Collaborative Learning and Critical Reflection
- Rourke, L., Anderson, T., Garrison, D.R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(3), 51-70.
- Shiel, C., & Jones, D. (2003). Reflective learning and assessment: A systematic study of reflective learning as evidenced in students' learning journals. HEAC, P. 1-32. Available online at
- Stewart, S., & Richardson, B. (2000). Reflection and its place in the curriculum on an undergraduate course: should it be assessed? Assessment& Evaluation in Higher Education, 25(4), 369 – 380.
- Woodward, H. (2002). The reflection jigsaw. In P. Schwartz& G. Webb (Eds.), Assessment: Case studies, experience and practice from higher education (P. 32-40). London: Kogan Page.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.