The Paradoxical Position of Self-reflection in Teaching and Assessment in Higher Education: How the Application of Blogging Challenges Learning Habits

Conference paper


Rabikowska, Marta 2008. The Paradoxical Position of Self-reflection in Teaching and Assessment in Higher Education: How the Application of Blogging Challenges Learning Habits. Learning Conference 08: 15th International Conference on Learning. Chicago, IL 03 - 06 Jun 2008
AuthorsRabikowska, Marta
TypeConference paper
Abstract

The main aim of the paper is to observe how blogging affects self-reflection. The application of blogs is discussed, based on the case study from a Year One module. A process of implementing and delivering this method throughout a period of one semester is analysed from a practical and theoretical point of view (Burge, EJ & Haughey, M (2001) Using Learning Technologies, Routledge: Falmer). The quality of students’ interaction online is evaluated alongside pedagogical
effects of blogging employed as part of formative assessment. The main finding of the paper regards the independent approach of the students, which can be developed without direct instructions from the tutors. It has been observed that the students
can take responsibility over their own learning, if the structure of the assessment permits flexibility and agility. It is argued that blogging enables the students to become self-reflective at a very early stage of the learning process and secondly, that assessments’ structure determines the approach to learning. However, it has been indicated that even advanced bloggers can relapse to a non-reflective stage and that self-reflection is impossible to be structured without imposing power. In a
constructivist environment of online interaction, the relation to others has appeared to be the most influential and liberating factor enhancing critical ability. Therefore, emdedding interaction in a curriculum design becomes a pedagogical priority, but it has to be followed by integrating the formative assessment in the teaching mode. Otherwise, as this case study shows, the students detach from the interaction and the standards of teaching are not consistent across the cohort. Finally, the paradox of the ‘structured freedom’ becomes unavoidable, but reflecting on it brings about a change in thinking.

Keywordsself-reflection; blogging; VLE; quality; evaluation; constructivism
Year2008
ConferenceLearning Conference 08: 15th International Conference on Learning
Publisher's version
License
CC BY-ND
Publication dates
Print2008
Publication process dates
Deposited13 Dec 2009
ISSN1447-9494
Web address (URL)http://www.learning-journal.com
http://hdl.handle.net/10552/434
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https://repository.uel.ac.uk/item/865w2

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