Emily Weigler: Class of 2008
In a previous study, the authors questioned the potential of an on-line environment for increasing productive reflection in three sequential education classes. Of their findings, the issue of consistency stood out as particularly perplexing, namely, why did students exhibit high level reflections sometimes, but not all the time, in an on-line environment? In this follow-up study, the authors question whether in-class reflections coupled with on-line prompts could yield consistently high level pre-service teacher reflections, as measured by individual and class progress over time. This study also examines perceived relationships between the length of a student's reflection and its productivity, as well as a student's depth of focus and productivity. Using the same scoring approach as our previous study, our discussion of the results examines the usefulness of on-line environments for promoting consistently high level pre-service teacher reflection.
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Dittrich, C., Pool, J., Stebick, D. & Weigler, E. (2008). "Revisiting On-line Discussion as Practice for Reflective Thinking in Three Sequential Classes." 6th Annual Conference Proceedings, Hawaii International Conference on Education, Honolulu, Hawaii.