Reflective writing as a learning resource for a blended course
Keywords:
b-learning, e-learning, ICTAbstract
The aim of this document is to reflect on an experience of reflective writing that took place in a blended learning undergraduate course. The experience is presented from the perspective of the teacher and that of the students, and it is read from the teacher's log, the written interaction with students, and the texts produced by the students in their blogs. Thoughts about the meaning that students gave to the reflecting process, the lack of evidence about what occurs in terms of the purpose of the course, and the need for the teacher to coach students in the reflective thinking process (where theory and experience are in dialogue), are taken into account.References
Birney, R., Barry, M. & O hEigeartaigh, M. (2007). Privacy Considerations in the Selection of Blogging Software. In C. Montgomerie & J. Seale (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2007 (pp. 4259-4261). Association for the Advancement of Computing in Education (AACE). Recuperado de https://www.learntechlib.org/p/25991.
Bourner, Tom (2003). Assessing reflective learning. Education + Training, vol. 45, núm. 5, pp. 267-272. doi: http://dx.doi.org/10.1108/00400910310484321
Brockbank, Anne e Ian McGill (2002). Aprendizaje reflexivo en la educación superior. Madrid: Ediciones Morata.
Halic, Olivia; Lee, Debra; Paulus, Trena; Spence, Marsha. (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college level course. The Internet and Higher Education, vol. 13, núm. 4, pp. 206-213. doi: http://dx.doi.org/10.1016/j.iheduc.2010.04.001
Margalef, Leonor; Iborra, Alejandro; Pareja, Natalie; Castro, Benjamín; Domínguez, Susana; García, Iván; Giménez, Salvador. (2007). Tejiendo redes de aprendizaje y reflexión: una propuesta de innovación en la licenciatura en psicopedagogía. Pulso, vol. 30, pp. 123-142. Recuperado de http://revistapulso.cardenalcisneros.es/documentos/articulos/75.pdf
Moon, Jennifer A. (2004). A Handbook of Reflective and Experiential Learning. Theory and Practice. Londres y Nueva York: Routledge Falmer.
Pereira, Marcela (1997). Producción escrita: un recurso terapéutico. En Schlemenson y Percia (comps.), El tratamiento grupal en la clínica psicopedagógica (pp. 105-116). Buenos Aires: Miño y Dávila Editores,
Viégas, Fernanda B. (2005). Bloggers' expectations of privacy and accountability: An initial survey. Journal of ComputerMediated Communication, vol. 10, núm. 3. doi: http://dx.doi.org/10.1111/j.1083-6101.2005.tb00260.x
Xie, Ying, Ke, Fengfeng: Sharma,, Priya (2008). The effect of peer feedback for blogging on college students' reflective learning processes. The Internet and Higher Education, vol. 11, núm. 1, pp. 18-25. doi: http://dx.doi.org/10.1016/j.iheduc.2007.11.001
Downloads
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
