Designing Reflective Practice in the Context of OER-based e-Learning

Authors

  • Shironica Priyanthi Karunanayaka The Open University of Sri Lanka
  • Som Naidu The University of the South Pacific
  • J.C.N. Rajendra The Open University of Sri Lanka
  • H. U. W. Ratnayake The Open University of Sri Lanka

DOI:

https://doi.org/10.56059/jl4d.v4i2.210

Keywords:

Reflective Practice, OER-based e-Learning, Scenario-based Learning, Open Educational Resources, Open Educational Practices

Abstract

Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. Reflective practice allows practitioners to see the link between theory and practice by thoughtfully considering their own experiences, and applying knowledge to practice. In this paper we argue that for reflective practice to be meaningful and useful to professionals, it should be carefully designed with appropriate structure and guidance. We discuss how this was achieved by being pro-active about promoting and nurturing reflective practice within the context of a professional development program with Sri Lankan educators on OER (Open Educational Resources)-based e-Learning, and how it supported fostering Open Educational Practices (OEP). The OER-integrated online learning experience was designed with various strategies adopted to enhance reflection ‘in’ and ‘on’ action, within a situated learning pedagogical design – Scenariobased learning (SBL). Content analysis of the qualitative data mainly gathered through participants’ self-reflections, supplemented with course team members’ reflections, focus group interviews and the open-ended questions in questionnaire surveys, revealed that a scenario-based approach to learning incorporating authentic learning activities and assessment tasks, such as concept mapping, online discussions, reflective journal writing, and rubric-based feedback on assessment tasks, all helped scaffold participants' approach to reflective practice. Results show that these strategies that were adopted enhanced their critical thinking, creativity, and collaborative learning as well as self-esteem, also indicating a shift towards OEP. We conclude that careful design of the learning experiences is critical in promoting and supporting reflective practice among educators, and the use of such strategies in the design of OER-based e-Learning.

Author Biographies

Shironica Priyanthi Karunanayaka, The Open University of Sri Lanka

Shironica P. Karunanayaka is a Professor in Educational Technology at the Open University of Sri Lanka (OUSL). She has been serving at OUSL since 1993, and is former Dean of the Faculty of Education and former Head of the Department of Secondary and Tertiary Education. Her professional expertise and research interests are in the areas of Open and Distance Learning, e-Learning, Open Educational Resources and Open Educational Practices.

Som Naidu, The University of the South Pacific

Professor Som Naidu is currently Pro Vice-Chancellor Flexible Learning, and Director of the Centre for Flexible Learning at the University of the South Pacific. Professor Naidu has spent most of his professional life in the higher education sector in a variety of roles to do with enhancing learning and teaching practices in open, flexible, distance, online learning and elearning, as well as education more generally in various jurisdictions and contexts ranging from those in developing and developed contexts.

J.C.N. Rajendra, The Open University of Sri Lanka

J. C. N. Rajendra is a Professor in Physics at the Open University of Sri Lanka and has a distinguished academic career spanning more than three decades. In addition to his own research in physics, he has spent substantial amount of his professional life in enhancing teaching and learning practices in Physics education and in research leading to challenges focused on Science Education, especially in an ODL environment.

H. U. W. Ratnayake, The Open University of Sri Lanka

H. U. W. Ratnayake is a senior lecturer and currently the Head of the Department of Electrical and Computer Engineering at the Open University of Sri Lanka. Her main research area is artificial intelligence. She spends most of her time to enhance teaching and learning 'software engineering' for undergraduates in ODL mode.

References

Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.

Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.

Chu, K.C. (2007). Using scenario-based learning for e-learning in vocational education. In R.C. Sharma & S. Mishra (Eds.), Cases on global e-learning practices: Successes and pitfalls. Hershey, PA: IGI Global. Retrieved from http://www.irma-international.org/viewtitle/6256/

Duffy, T. M., & Jonassen, D. H. (1991). Constructivism: New implications for instructional technology? 30(10), 7-12.

Ehlers, U-D. (2011). Extending the territory: From Open Educational Resources to Open Educational Practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1-10. Retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/viewFile/64/46

Errington, E.P. (Ed). (2010). Preparing graduates for professions using scenario-based learning. Retrieved from http://researchonline.jcu.edu.au/11638/3/11638_Errington_2010_front_pages.pdf

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Karunanayaka, S., & Naidu, S. (2009). Developing professional competencies of teacher educators in the use of educational technology, with scenario-based learning. In V. Kinuthia & S. Marshall (Eds.), Cases ‘n’ places: global cases in educational technology (pp. 123-132). Charlotte: Information Age Publishing.

Karunanayaka, S. & Naidu, S. (Eds.). (2014). Integrating OER in educational practice: Practitioner stories. Nugegoda: The Open University of Sri Lanka. Retrieved from http://www.ou.ac.lk/home/images/OUSL/publications/intergratingOERinEducationalPractice.pdf

Karunanayaka, S. (2014). Open University of Sri Lanka–Integrating OER in a Teacher Education Course. In S. Naidu & S. Mishra (Eds.), Case Studies on OER-based eLearning. New Delhi: CEMCA, pp. 1-10. Retrieved from http://oasis.col.org/bitstream/handle/11599/561/CaseStudies_OER-based_eLearning.pdf

Karunanayaka, S. P., Rajendra, J.C.N., & Ratnayake, H.U.W., Naidu, S. (2016). Peer-facilitated discussions to enhance OER-based eLearning. AAOU Journal, 1(1), 1-16 Retrieved from http://www.emeraldinsight.com/1858-3431.htm DOI: 10.1108/AAOUJ-07-2016-0022

Karunanayaka, S., Naidu, S., Rajendra, J.C.N., & Ratnayake, H. (2015). From OER to OEP: Shifting Practitioner perspectives and practices with innovative learning experience design. Open Praxis, 7(4), 339-350. Retrieved from http://www.openpraxis.org/index.php/OpenPraxis/article/view/252/0

Kolb, D.A. (1984): Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall

Mery, Y., & Blakiston, R. (2010). Scenario-based e-learning: Putting the student in the driver’s seat. 26th Annual Conference on Distance Teaching & Learning. Retrieved from http://www.uwex.edu/disted/conference/resource_library/proceedings/28769_10.pdf

Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow (Ed.), Fostering critical reflection in adulthood, (pp. 1-20). San Fransisco: Jossey-Bass. Retrieved from http://www.ln.edu.hk/osl/conference2011/output/breakout/4.4%20%5Bref%5DHow%20Critical%20Reflectio n%20triggers%20Transformative%20Learning%20-%20Mezirow.pdf

Moon, J. (1999). Reflection in learning and professional development. London: Kogan Page.

Moon, J. (2005). A handbook of reflective and experiential learning. Taylor & Francis e-Library, 2005. Retrieved from http://perpustakaandeajulia.weebly.com/uploads/1/8/2/6/18261275/a_handbook_of_reflective_and_experien tial_learning_-_theory_and_practice.pdf

Moon, J. (2013). Reflection in learning and professional development: Theory and practice. Routledge Falmer: New York.

Munby, H. (2012). Reflection in action and reflection on action. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1390&context=eandc

Naidu, S., & Karunanayaka, S. (2014). Engines of education: Integrating OER in learning and teaching. In S. Karunanayaka & S. Naidu (Eds.), Integrating OER in educational practice: Practitioner stories, (pp. 3-22). The Open University of Sri Lanka. Retrieved from http://www.ou.ac.lk/home/images/OUSL/publications/intergratingOERinEducationalPractice.pdf

Naidu, S. (2006). e-Learning: A guidebook of principles, procedures and practices. New Delhi: Commonwealth Educational Media Centre for Asia. Retrieved from http://oasis.col.org/bitstream/handle/11599/53/elearning_guidebook.pdf?sequence=1&isAllowed=y

Naidu, S. (2010). Using scenario-based learning to promote situated learning and develop professional knowledge. In E.P. Errington (Ed.), Preparing graduates for the professions using scenario-based learning, (pp. 39- 49). Mt Gravatt: Post Pressed. Retrieved from https://researchonline.jcu.edu.au/11638/3/11638_Errington_2010_front_pages.pdf

Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S. (2005). Quality teaching and learning in the Master of Arts in Teacher Education (MATE-International) Program at the Open University of Sri Lanka. Paper presented at the Biennial Conference of the Open and Distance Learning Association of Australia (ODLAA), 9-11 November, 2005. Adelaide, South Australia.

Naidu, S., Menon, M., Gunawardena, C., Lekamge, D., & Karunanayaka, S. (2007). How scenario-based learning can engender reflective practice in distance education. In M. Spector (Ed.), Finding your voice online: Stories told by experienced online educators. Mahwah, NJ: Lawrence Erlbaum Associates.

Salmon, G. (2000). E-Moderating: The key to teaching and learning online. London: Kogan Page.

Schank, R. C., & Cleary, C., (1995). Engines for education. Hillsdale, New Jersey: Lawrence Erlbaum Associates

Schank, R. C., Fano, A., Jona, M., & Bell, B. (1994). The design of goal-based scenarios. The Journal of the Learning Sciences, 3(4), 305-345.

Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco (CA): Jossey-Bass.

Sweller, J. (1988, April). Cognitive load during problem solving: effects on learning. Cognitive Science, 12(2), 257– 285. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1207/s15516709cog1202_4/pdf

Wiley, D. (2014). The access compromise and the 5th R. Weblog. March 5 2014. Retrieved from http://opencontent.org/blog/archives/3221

Yin, R.K. (2003). Case study research, design and methods (3rd ed.). Thousand Oaks, CA: Sage.

Downloads

Published

2017-06-13

How to Cite

Karunanayaka, S. P., Naidu, S., Rajendra, J., & Ratnayake, H. U. W. (2017). Designing Reflective Practice in the Context of OER-based e-Learning. Journal of Learning for Development, 4(2). https://doi.org/10.56059/jl4d.v4i2.210

Issue

Vol. 4 No. 2 (2017): ISSUE 2

Section

Research Articles

License

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Received 2017-03-26
Accepted 2017-04-12
Published 2017-06-13