Abstract
The interactions among all members of an online learning community significantly impact collaborative reflection (co-reflection). Although the relationship between learners’ roles and co-reflection levels has been explored by previous researchers, it remains unclear when and with whom learners at different co-reflection levels tend to interact. This study adopted multiple methods to examine the interaction patterns of diverse roles among learners with different co-reflection levels based on 11,912 posts. First, the deep learning technique was applied to assess learners’ co-reflection levels. Then, a social network analysis (SNA) was conducted to identify the emergent roles of learners. Furthermore, a lag sequence analysis (LSA) was employed to reveal the interaction patterns of the emergent roles among learners with different co-reflection levels. The results showed that most learners in an online learning community reached an upper-middle co-reflection level while playing an inactive role in the co-reflection process. Moreover, higher-level learners were superior in dialog with various roles and were more involved in self-rethinking during the co-reflection process. In particular, they habitually began communication with peers and then with the teacher. Based on these findings, some implications for facilitating online co-reflection from the perspective of roles is also discussed.
Highlights
IntroductionCollaborative reflection is a process of embracing the critical thinking of individuals and groups to achieve a deep understanding of knowledge [1]
This study aims to contribute to the existing research by revealing the interaction patterns of learners with different co-reflection levels, especially considering the roles learners and teachers play in an online learning community
Out of the 39 learners, 8 (20.51%) had a low coreflection level, 19 (48.72%) performed at a middle level, and 12 learners (30.77%) achieved a high level. This indicates that most learners engage in deeper collaborative reflection in the online learning community
Summary
Collaborative reflection is a process of embracing the critical thinking of individuals and groups to achieve a deep understanding of knowledge [1]. Thinking together can allow learners to open themselves by sharing experiences, accepting feedback, and providing justifications, which can alleviate their loneliness, promote their collective knowledge construction, and reinforce the healthy development of the learning community, especially in an online environment [2,3]. A high level of co-reflection represents the quality of individual reflection in collaborative engagement, indicating that the participant can identify gaps in collective knowledge, maintain the continuous improvement of conceptual depth, and form deep and complex views about theories or concepts [4]. Especially learner posts, contain rich implicit information that help to understand learners’
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