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Reflection as a Design Tool in Computer Mediated Education

Educational computer mediated conferencing (CMC) can be a surprisingly warm and inviting medium for learning, providing an environment that is safe, supportive, and connected by more than just cold circuits.  It has the unique potential to bridge physical distances through the development of psychological closeness among learners.  The cooperative learning environment that normally develops can promote active mental engagement in the experience (Grabowski, 1990). In addition to the positive social climate characteristic of CMC, the medium can offer a learning environment suited to analysis and construction of knowledge by promoting ongoing reflection on the contributions offered of all participants.

The process of reflection has been described by many as one which is active, deliberate, conscious, internal, dialectical and goal directed (Dewey, 1933; Schon, 1982;, Boyd & Fales, 1983; Scardamalia, Bereiter, & Steinbach, 1984;  Kemmis, 1985; Boud, Keogh & Walker, 1985; Boud, 1985; Vygotsky, 1962; Mezirow, 1990; Munby & Russell, 1992; and Baird, 1992).  In the context of this paper, reflection refers to the intentional activities that stimulate the intellect and the affect to explore learning experiences and lead to the development of new meanings (Boud, Keogh, and Walker, 1985).  Mezirow (1990) suggests that critical self-reflective activities, deliberately and consciously combined, may lead to transformative learning, "a more inclusive, discriminating, and integrative understanding of one's experience" (p. xvi) as "critical thinking is informed by reflection" (p. xvii).  It is the authors' belief that higher order thinking skills, such as critical thinking, can be enhanced in settings of this nature.  This paper will explore research in progress that is examining the process of reflection by learners engaged in graduate level (CMC) courses.