The case of socially constructed knowledge through online collaborative reflection

S. Radovic*, O. Firssova, H.G.K. Hummel, M. Vermeulen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Web of Science)


Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sciences Master course, the findings from our study show that guiding students to share, read, and above discuss written answers on reflection assignments from others can be helpful for a deeper and broader understanding and a higher level of reflection. Discussing reflection from different perspectives was related to perceived satisfaction with the learning process and the motivation to learn. The implications of this research, such as the five phases for social knowledge construction, can be used to strengthen the relationship between reflection and collaboration.

Original languageEnglish
Pages (from-to)168-187
Number of pages20
JournalStudies in Continuing Education
Issue number2
Early online date29 Jan 2022
Publication statusPublished - 2023


  • Higher Education
  • Reflection levels
  • collaborative reflection
  • mARC model


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