Abstract
AbstractPeople can learn a lot through (collaborative) reflection at work: In organizations, staff debate experiences and due to issues every day, thus reflecting together and learning from each other. While this is desirable, it is often hindered by differences in time and space. Online discussions in community-like systems may provide a means to overcome this issue and enable staff to share experiences and learn from them. In this paper, we study two different data sets from two software systems to support online collaborative reflection in order to analyze what possible factors influence the occurrence of aspects of reflection in online discussions, like experiences, suggestions and learning. Our results include findings that partially approve existing models of (collaborative) reflection, but also others that add to or even challenge these models. Overall, we found that collaborative reflection may take different paths towards learning. From this we derive that facilitation mechanisms need to take up these paths, and that facilitation may be successful in different ways than anticipated from existing literature. We describe possible facilitation mechanisms and discuss their implementation.
Funder
FP7 Information and Communication Technologies
Publisher
Springer Science and Business Media LLC
Reference67 articles.
1. Argyris, Chris; and Donald A. Schön (1978). Organizational learning: A Theory of Action Perspective. Reading, Mass.: Addison-Wesley Pub. Co.
2. Barrows, Howard S. (1986). A taxonomy of problem-based learning methods. Medical Education, vol. 20, no. 6, November 1986, pp. 481–486.
3. Baumer, Eric P. S. (2015). Reflective Informatics: Conceptual Dimensions for Designing Technologies of Reflection. CHI’15. Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, Seoul, Republic of Korea, 18 - 23 April 2015. New York, NY, USA: Association for Computing Machinery, pp. 585–594.
4. Bjørn, Pernille; and Nina Boulus (2011). Dissenting in reflective conversations: Critical components of doing action research. Action Research, vol. 9, no. 3, September 2011, pp. 282–302.
5. Blunk, Oliver; and Michael Prilla (2017a). Prompting to Support Reflection: A Workplace Study. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (eds.): ECTEL’17. Data Driven Approaches in Digital Education, Tallinn, Estonia, 12 - 15 September 2017. Cham: Springer, pp. 367–372.
Cited by
10 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献