TY - GEN
T1 - Structuring International University Students’ Reflection and Meta-reflection Experiences Online
AU - Rapanta, Chrysi
AU - Pisano, Carlotta
N1 - info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F00183%2F2020/PT#
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP%2F00183%2F2020/PT#
info:eu-repo/grantAgreement/FCT/DL 57%2F2016/DL 57%2F2016%2FCP1453%2FCT0066/PT#
UIDB/00183/2020
UIDP/00183/2020
DL 57/2016/CP1453/CT0066
PY - 2021
Y1 - 2021
N2 - The recent emergency remote teaching experiences caused by the Covid-19 pandemic have placed a forced attention on existing online pedagogical tools and intelligent ways of combining them to reinforce student presence in the learning environment. In higher education, where students’ autonomy is even more desired, the design of online learning experiences that focus on reflective thinking has always been a principal focus, due to the relation between reflection and self-regulated learning. This study focuses on a technically non-demanding way of combining two existing online tools and appropriating their use towards a two-fold pedagogical goal: (a) students’ creation and sharing of reflective narrations on their experience of a practice-oriented social science methods introductory course using JustPaste.it; and (b) their subsequent meta-reflection on these narrations using the course’s online Discussion Forum. The study highlights two main factors in the success of this combination, namely the importance of structuring guidelines and prompts for both reflection and meta-reflection to take place, and taking into account the age (average 17 years old) and multiple national backgrounds of the participants. An assessment rubric for students’ reflective and meta-reflective texts was also designed and tested as part of the study.
AB - The recent emergency remote teaching experiences caused by the Covid-19 pandemic have placed a forced attention on existing online pedagogical tools and intelligent ways of combining them to reinforce student presence in the learning environment. In higher education, where students’ autonomy is even more desired, the design of online learning experiences that focus on reflective thinking has always been a principal focus, due to the relation between reflection and self-regulated learning. This study focuses on a technically non-demanding way of combining two existing online tools and appropriating their use towards a two-fold pedagogical goal: (a) students’ creation and sharing of reflective narrations on their experience of a practice-oriented social science methods introductory course using JustPaste.it; and (b) their subsequent meta-reflection on these narrations using the course’s online Discussion Forum. The study highlights two main factors in the success of this combination, namely the importance of structuring guidelines and prompts for both reflection and meta-reflection to take place, and taking into account the age (average 17 years old) and multiple national backgrounds of the participants. An assessment rubric for students’ reflective and meta-reflective texts was also designed and tested as part of the study.
KW - Hybrid course design
KW - Meta-reflection
KW - Online teaching
KW - Reflective narration
UR - http://www.scopus.com/inward/record.url?scp=85105912173&partnerID=8YFLogxK
U2 - 10.1007/978-3-030-73988-1_10
DO - 10.1007/978-3-030-73988-1_10
M3 - Conference contribution
AN - SCOPUS:85105912173
SN - 978-3-030-73987-4
T3 - Communications in Computer and Information Science
SP - 141
EP - 155
BT - Technology and Innovation in Learning, Teaching and Education
A2 - Reis, Arsénio
A2 - Barroso, João
A2 - Lopes, J. Bernardino
A2 - Mikropoulos, Tassos
A2 - Fan, Chih-Wen
PB - Springer
CY - Cham
T2 - 2nd International Conference on Technology and Innovation in Learning, Teaching and Education, TECH-EDU 2020
Y2 - 2 December 2020 through 4 December 2020
ER -