Levels of Students’ Reflective Thinking Skills in a Collaborative Learning Environment Using Google Docs

Abstract

The purpose of this study is to investigate the frequency and levels of reflective thinking skills that took place in a collaborative learning environment utilising Google Docs. Google Docs was used as a cloud-based collaborative and interactive learning platform for twenty-five undergraduate students from a faculty of education who enrolled for the Digital Audio and Video Production course. Based on the summary writings and peer interaction activities, the students’ reflective writings were coded based on three levels of reflection, namely low reflection (LR), medium reflection (MR), and high reflection (HR). The findings revealed the level of LR to be the dominant level of reflective thinking, followed by the HR level. This study indicated that although the patterns that emerged imply that the students’ reflective thinking skills level is still low, most of the pre-service teachers achieved at least a higher frequency of HR compared to MR.