We need to understand the importance of recall when trying to make sense of concept of reflection. On one hand, experiences leave residual effects whereby we add to our knowledge and skill. On the other hand, lapse of time in the absence of re- presentation and practice tends to wipe out the effects of the original experience. If an original experience is vivid, striking and accompanied by intense feeling / tone, it may produce an effect upon the learner which remains throughout his life time. Mild experiences, particularly if not noted with concentrated attention, soon fade beyond voluntary recall. In teaching it is sufficient to have an understanding that both ideational and sensory-motor item may fade with lapse of time beyond the voluntary recall of the learner.
The purpose of reflection on what has been taught is to facilitate a clear, accurate grasp by the learner of the materials to be learned as a whole and to consolidate learning and understanding. It is understood that from this process recalling the information that is learned is far more likely. Learning can be characterised as the discovery of new and personal meanings which may then be related to previous knowledge and experience and by having the ability to reflect upon these experiences will only enhance learning.
To consider the conceptualisation of reflective action it is necessary to give thought to the processes and content of reflection. Schon (1983) identified two aspects to the process: reflection-in-action and reflection-on-action. He saw reflection-in-action as reflection on phenomena and on one’s spontaneous ways of thinking and acting, undertaken in the midst of action to guide further action (Schon 1987) while reflection-on-action is reflection after the event and reflection on the reflection-in-action. It is said that these processes that elevate the action of reflective professionals above those of the technical expert. For example, reflection-in action would be the consideration of the content and style of a meeting with a client during the communication. While reflection-on-action in the same case would be the reviewing of the communication at a later date and an analysis of the reasons for the action during it. The content of reflection can be viewed as comprising various areas each of which serves particular cognitive interest. The concept of cognitive interest refers to the roots and practical function of forms of knowledge and their origin. (James & Clarke, 1994)
Dewey (1933) characterised reflection as a process that enables learning from experience. He drew a distinction between ‘routine action’ and ‘reflective action’ defining the latter as the ‘active, persistent and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads’. (Dewey 1933, pp 9) Reflection is seen by Atkins & Murphy (1995) as a complex and deliberate process of thinking about and interpreting experience in order to learn from it. This is a conscious process which does not occur automatically, but is in response to experience and with a definite purpose - reflection is a highly personal process, and the outcome is a changed conceptual perspective, or learning. From critical theory and hermeneutic phenomenology point of view, Johns (1998) sees reflection as a window through which the practitioner can view and focus self within the context of her own lived experience in ways that enable her to confront, understand and work towards resolving the contradictions within her practice between the desirable and actual practice. Through the conflict of contradiction, the commitment to realise desirable work and understanding why things are as they are, the practitioner is empowered to take more appropriate action in future situation.
I understand that the relationship of thinking and doing is not a new phenomenon. It has been seen as natural process since this relationship between thinking and doing was a topic considered at great length by Aristotle who recognised the fundamental limitations of reflection when claiming that intellectual activity itself can achieve nothing, (Lauder 1993). From this I recognise that a purely cognitive or associationist view is limiting the scope of learning. I believe that cognition has to be situated in a context and in praxis to enhance learning. Within online learning, for an individual, I recognize that the ‘learn’ and ‘review’ (Kirk 1987) as aspects of the experiential learning cycle are the focus. They are the ‘thinking’ part of the learning process. The ‘learn’ and ‘review’ part of the cycle can be carried out through artefacts online as well as a dialogue with other people. There are so many artefacts and software that allow this way of ‘thinking’ and allow the active construction of knowledge for application in practice.
Boud et al (1985) described reflection as a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations. This can be done individually or in a group. The reflection can be carried out on own practice or the practice of others. It can also be carried out on the discussions that take place within online environments. Thus I find that reflection, when taking place in an online learning experience, is not a single concept but a generic term which acts as a shorthand description for a number of important ideas and activities.
I generally advise learners to reflect so as to relate and cross reference learning, to transfer learning to different situations or contexts, to recognise what they have learnt and how, to develop and use different styles of learning, to adopt effective learning strategies and to interact with other learners from a positive prospective so that later learning can take place. In education today the learner is encouraged to develop independence of thought and action. I think that by using their reflective skills they would be able to go beyond the materials they encompass and to form their own affinity with it. Learners have to display that they understand what has been learned so profoundly that they are able to review and assess it critically for themselves. The understanding of learning here is that it is situated in practice and allows all to develop through not only reflection but by putting the reflective findings into practice. The principles of experiential learning (in my last blog) as discussed by Rogers do lend themselves to learning online. My belief of learning through reflection and use of experiential learning cycle is explored further within the social learning theories as they can be accommodated into learning within groups just as effectively as in individuals.
Some useful resources about reflection for quick understanding –
Purpose of Reflective practice - (good one)
There is a link between reflection and the experiential learning theory as well as the learning styles suggested by Honey and Mumford. The following website gives you an explanation of that link -
Bulpitt and Martin, 2005, Learning about reflection from the student, Active Learning in Higher Education, 6(3): 207–217.
Chimera, K. D., 2006, The use of reflective journals in the promotion of reflection and learning in post-registration nursing students, Nurse Education Today, 27 (3), 192-202
Dewey, J., 1993, How we think. Henry Regney, Chicago
Jasper, M., 2003, Beginning Reflective Practice – foundations in Health Care. Nelson Thomas, Cheltenham
Johns, C., 1995, Framing learning through reflection within Carper’s Fundamental ways of knowing in nursing, Journal of Advanced Nursing, 22: 226-234.
Schön, D. A.,1983,The Reflective Practitioner, Temple Smith, Londo.
Schön, D. A., 1987, Educating the reflective practitioner: Toward a new design for teaching and learning in the professions, Jossey-Bass, San Francisco.
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