%0 Journal Article %1 Yukawa06 %A Yukawa, Joyce %D 2006 %J International Journal of Computer-Supported Collaborative Learning %K reflection coreflection collaboration narrative %N 2 %P 203-228 %T Co-reflection in online learning: Collaborative critical thinking as narrative %U http://ijcscl.org/?go=contents&article=12#article12 %V 1 %X This article presents findings from a comparative case study of the learning experiences of two graduate students in an online action research course. The key roles played by reflection and co-reflection, an emerging concept, are identified through the use of narrative analysis. Co-reflection is a collaborative critical thinking process mediated by language, broadly construed to include all meaningful signs. Two types of co-reflection are proposed: tacit and active. Regardless of type, the evidence shows that co-reflection involves cognitive and affective interactions in synergy with relationship building. To the study of group cognition, this study contributes evidence of the potential of co-reflection as a core process. The simple, flexible software tools used in the course (wiki-style collaborative software and simple email and chat programs) effectively supported inquiry learning and co-reflection by allowing learners to freely and easily create their own web pages and to adapt the tools for their different communication and learning styles.

@article{Yukawa06, abstract = {This article presents findings from a comparative case study of the learning experiences of two graduate students in an online action research course. The key roles played by reflection and co-reflection, an emerging concept, are identified through the use of narrative analysis. Co-reflection is a collaborative critical thinking process mediated by language, broadly construed to include all meaningful signs. Two types of co-reflection are proposed: tacit and active. Regardless of type, the evidence shows that co-reflection involves cognitive and affective interactions in synergy with relationship building. To the study of group cognition, this study contributes evidence of the potential of co-reflection as a core process. The simple, flexible software tools used in the course (wiki-style collaborative software and simple email and chat programs) effectively supported inquiry learning and co-reflection by allowing learners to freely and easily create their own web pages and to adapt the tools for their different communication and learning styles.}, added-at = {2006-09-26T07:12:40.000+0200}, alt-url = {http://dx.doi.org/10.1007/s11412-006-8994-9}, author = {Yukawa, Joyce}, biburl = {https://www.bibsonomy.org/bibtex/28d93f3fd67a5dd9fc1adb48d66684dd6/rickla}, interhash = {b2b004e4533b8f8aaaead7af52a5139e}, intrahash = {8d93f3fd67a5dd9fc1adb48d66684dd6}, journal = {International Journal of Computer-Supported Collaborative Learning}, keywords = {reflection coreflection collaboration narrative}, number = 2, pages = {203-228}, timestamp = {2006-09-26T07:12:40.000+0200}, title = {Co-reflection in online learning: Collaborative critical thinking as narrative}, url = {http://ijcscl.org/?go=contents&article=12#article12}, volume = 1, year = 2006 }