Adopting a Framework to Support the Process of Critical Reflection and Understanding of Online Engagement

Autor/inn/en	Redmond, Petrea; Foote, Stephanie M.; Brown, Alice; Mixson-Brookshire, Deborah; Abawi, Lindy-Anne; Henderson, Robyn
Titel	Adopting a Framework to Support the Process of Critical Reflection and Understanding of Online Engagement
Quelle	In: Journal of Computing in Higher Education, 34 (2022) 1, S.109-131 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Redmond, Petrea) ORCID (Foote, Stephanie M.) ORCID (Brown, Alice) ORCID (Mixson-Brookshire, Deborah) ORCID (Abawi, Lindy-Anne) ORCID (Henderson, Robyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-021-09281-3
Schlagwörter	Critical Thinking; Reflection; Electronic Learning; Learner Engagement; Higher Education + Suchen Sie Ihr Suchwort? Kritisches Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Extensive literature within the learning sciences addresses the phenomenon of online engagement and strategies that support online learning. However, for academics, there is limited guidance to support them in the processes of reflecting on efforts to facilitate online learner engagement and, ultimately, to use those reflections to redesign approaches to teaching and learning. This paper reports on findings from an international case study that involved a group of interdisciplinary academics engaged in a process of critical reflection, which aimed to increase their understanding of the ways in which online engagement is supported in higher education. Findings from the current study suggested that reference to an online engagement framework heightens the effectiveness of critical reflection by elucidating an awareness of learning about ways of supporting student learning and online engagement to improve student success. The paper offers implications related to reflection on and of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01