Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions

  • Bethany Alden Alden Rivers The University of Northampton
  • John T. E. Richardson Institute of Educational Technology, The Open University
  • Linda Price Institute of Educational Technology, The Open University
Keywords: distance learning, online learning and teaching, reflective learning, asynchronous forums

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. 

Author Biographies

Bethany Alden Alden Rivers, The University of Northampton
Head of Learning and Teaching Development
John T. E. Richardson, Institute of Educational Technology, The Open University
Professor of Student Learning and Performance
Linda Price, Institute of Educational Technology, The Open University
Senior Lecturer in Educational Technology
Published
2014-06-16
How to Cite
Alden Rivers, B. A., Richardson, J. T. E., & Price, L. (2014). Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions. The International Review of Research in Open and Distributed Learning, 15(3). https://doi.org/10.19173/irrodl.v15i3.1777
Section
Research Articles