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

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, t...

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Autores principales:	Bethany Alden Alden Rivers, John T. E. Richardson, Linda Price
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	distance learning online learning and teaching reflective learning asynchronous forums Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/05eae1255d1e4cdca06e602563a2dae9
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id	oai:doaj.org-article:05eae1255d1e4cdca06e602563a2dae9
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spelling	oai:doaj.org-article:05eae1255d1e4cdca06e602563a2dae92021-12-02T17:00:17ZPromoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions10.19173/irrodl.v15i3.17771492-3831https://doaj.org/article/05eae1255d1e4cdca06e602563a2dae92014-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1777https://doaj.org/toc/1492-3831 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. Bethany Alden Alden RiversJohn T. E. RichardsonLinda PriceAthabasca University Pressarticledistance learningonline learning and teachingreflective learningasynchronous forumsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 3 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance learning online learning and teaching reflective learning asynchronous forums Special aspects of education LC8-6691
spellingShingle	distance learning online learning and teaching reflective learning asynchronous forums Special aspects of education LC8-6691 Bethany Alden Alden Rivers John T. E. Richardson Linda Price Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
description	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.
format	article
author	Bethany Alden Alden Rivers John T. E. Richardson Linda Price
author_facet	Bethany Alden Alden Rivers John T. E. Richardson Linda Price
author_sort	Bethany Alden Alden Rivers
title	Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
title_short	Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
title_full	Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
title_fullStr	Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
title_full_unstemmed	Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions
title_sort	promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors’ conceptions
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/05eae1255d1e4cdca06e602563a2dae9
work_keys_str_mv	AT bethanyaldenaldenrivers promotingreflectioninasynchronousvirtuallearningspacestertiarydistancetutorsconceptions AT johnterichardson promotingreflectioninasynchronousvirtuallearningspacestertiarydistancetutorsconceptions AT lindaprice promotingreflectioninasynchronousvirtuallearningspacestertiarydistancetutorsconceptions
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Promoting reflection in asynchronous virtual learning spaces: Tertiary distance tutors’ conceptions

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