critical thinking and reflective practice

Critical Thinking and Reflective Thinking

Critical and Reflective Thinking encompasses a set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.

People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others. They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

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Analyzing and critiquing

Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They reflect to consider purpose and perspectives, pinpoint evidence, use explicit or implicit criteria, make defensible judgments or assessments, and draw conclusions. Students have opportunities for analysis and critique through engagement in formal tasks, informal tasks, and ongoing activities.

Questioning and investigating

Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and reflect to draw reasoned conclusions. Critical thinking activities may focus on one part of the process, such as questioning, and reach a simple conclusion, while others may involve more complex inquiry requiring extensive thought and reflection.

Designing and developing

Students think critically to develop ideas. Their ideas may lead to the designing of products or methods or the development of performances and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential uses or audiences of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback.

Reflecting and assessing

Students apply critical, metacognitive, and reflective thinking in given situations, and relate this thinking to other experiences, using this process to identify ways to improve or adapt their approach to learning. They reflect on and assess their experiences, thinking, learning processes, work, and progress in relation to their purposes. Students give, receive, and act on feedback and set goals individually and collaboratively. They determine the extent to which they have met their goals and can set new ones.

I can explore.

I can explore materials and actions. I can show whether I like something or not.

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show others something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell others about something I learned.

I can ask questions and consider options. I can use my observations, experience, and imagination to draw conclusions and make judgments.

I can ask open-ended questions, explore, and gather information. I experiment purposefully to develop options. I can contribute to and use criteria. I use observation, experience, and imagination to draw conclusions, make judgments, and ask new questions. I can describe my thinking and how it is changing. I can establish goals individually and with others. I can connect my learning with my experiences, efforts, and goals. I give and receive constructive feedback.

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these with my previous experiences. I accept constructive feedback and use it to move forward.

I can examine evidence from various perspectives to analyze and make well-supported judgments about and interpretations of complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses with action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I can offer detailed analysis, using specific terminology, of my progress, work, and goals.

The Core Competencies relate to each other and with every aspect of learning.

Connections among Core Competencies

The Core Competencies are interrelated and interdependent. Taken together, the competencies are foundational to every aspect of learning. Communicating is intertwined with the other Core Competencies.

Critical and Reflective Thinking is one of the Thinking Core Competency’s two interrelated sub-competencies, Creative Thinking and Critical and Reflective Thinking.

Critical and Reflective Thinking and Creative Thinking overlap. For example:

• Students use creative thinking to generate new ideas when solving problems and addressing constraints that arise as they question and investigate, and design and develop
• Students use critical thinking to analyze and reflect on creative ideas to determine whether they have value and should be developed, engaging in ongoing reflection as they develop their creative ideas

Communication

Critical and Reflective Thinking is closely related to the two Communication sub-competencies: Communicating and Collaborating. For example:

• Students apply critical thinking to acquire and interpret information, and to make choices about how to communicate their ideas
• Students often collaborate as they work in groups to analyze and critique, and design and develop

Personal and Social

Critical and Reflective Thinking is closely related to the three Personal and Social sub-competencies, Personal Awareness and Responsibility, Social Awareness and Responsibility, and Positive Personal and Cultural Identity. For example:

• Students think critically to determine their personal and social responsibilities
• Students apply their personal awareness as they reflect on their efforts and goals

Connections with areas of learning

Critical and Reflective Thinking is embedded within the curricular competencies of the concept-based, competency-driven curriculum. Curricular competencies are focused on the “doing” within the area of learning and include skills, processes, and habits of mind required by the discipline. For example, the Critical and Reflective Thinking sub-competency can be seen in the sample inquiry questions that elaborate on the following Big Ideas in Science:

• Light and sound can be produced and their properties can be changed: How can you explore the properties of light and sound? What discoveries did you make? (Science 1)
• Matter has mass, takes up space, and can change phase: How can you explore the phases of matter? How does matter change phases? How does heating and cooling affect phase changes? (Science 4)
• Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined: What are the similarities and differences elements and compounds? How can you investigate the properties of elements and compounds? (Science 7)
• The formation of the universe can be explained by the big bang theory: How could you model the formation of the universe? (Science 10)

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Extracurriculars

Reflective Practice: A Critical Thinking Study Method

In the ever-evolving landscape of education and self-improvement, the quest for effective study techniques is unceasing. One such technique that has gained substantial recognition is reflective practice. Rooted in the realms of experiential learning and critical thinking, reflective practice goes beyond pure memorisation and aims to foster a deeper understanding of concepts.

In this article, we’ll explore the essence of reflective practice as a study technique and how it can be harnessed to elevate the learning experience.

What is Reflective Learning?

The concept of reflective practice has been explored by many researchers , including John Dewey. His work states that reflective learning is more than just a simple review of study material. It's an intentional process that encourages students to examine their experiences, thoughts, and actions. This process aims to uncover insights and connections that lead to enhanced comprehension. The essence of reflective practice lies in its ability to turn information consumption into an active cognitive exercise that leads to the understanding and retention of information.

At its core, reflective learning involves several key steps:

• Experience : the first step to reflective learning is to engage with the material, whether it's a lecture, a reading, a discussion, or any other learning experience.
• Reflection : after engaging with the material to be understood it’s important to take time to ponder and evaluate the experience. This involves questioning what was learnt, why it was learnt, and how it fits into the larger context of the subject matter.
• Analysis : once the information has been questioned, it’s important to dive deeper into the experience by analysing the components, concepts, and connections. Explore how the new information relates to what you already know.
• Synthesis : it’s then time to integrate the new knowledge with your existing understanding, creating a cohesive mental framework that bridges the gaps between concepts.
• Application : it’s then important to consider how this newly acquired knowledge can be applied in real-life scenarios or to solve problems, thus enhancing its practical relevance.
• Feedback and adjustment : the final step is to reflect on the effectiveness of the learning process. What worked well? What could be improved? This step encourages continuous refinement of your study techniques.

The Benefits of Reflective Practice

There are a variety of benefits that reflective practice can offer students as they attempt to understand and retain new information, making the studying process much more effective. 

Deeper Understanding

Reflective practice prompts students to go beyond surface-level comprehension. By dissecting and analysing the material, students are able to gain a more profound understanding of the subject matter. When engaging in reflective practice, you're not just skimming the surface of the information; you're actively delving into the core concepts, identifying underlying relationships, and unravelling the intricacies of the topic.

Imagine you're reading a challenging chapter in your history textbook.Rather than quickly flipping through the pages, using reflective practice would mean taking a moment to think about why this historical event is important. You might wonder how it connects to events you've learnt about before, and how it might have shaped the world we live in today. By taking the time to really think about these things, you'll start to see patterns and connections that make the topic much more interesting and understandable. 

Critical Thinking

This technique nurtures critical thinking skills by encouraging individuals to evaluate and question information, enhancing their ability to think logically and make informed judgements. Critical thinking involves analysing information, assessing its validity and reliability, and discerning its relevance. Reflective practice compels you to question the material, explore its underlying assumptions, and consider different perspectives.

If we once again use history as an example, a reflective practice will prompt you to question the biases of the sources, evaluate the motivations of the individuals involved, and critically assess the long-term impact of the event. These analytical skills extend beyond academia, enriching your ability to evaluate information in everyday situations and make informed decisions.

Long-Tern Retention

Engaging with material on a reflective level enhances memory retention. When you actively connect new information to existing knowledge, it becomes more ingrained in your memory. This process is often referred to as ‘elaborative rehearsal’, where you link new information to what you already know, creating meaningful connections that make the material easier to recall in the future.

For example, when learning a new language, reflecting on how certain words or phrases relate to your native language or personal experiences can help you remember them more effectively.

Personalisation

Reflective practice is adaptable to various learning styles. It allows students to tailor their approach to fit their strengths, preferences, and pace. This is because reflective practice is a self-directed process, allowing you to shape it in ways that align with your individual learning style .

For instance, if you're a visual learner, you might create concept maps or diagrams during your reflective sessions to visually represent the connections between ideas. However, if you're an auditory learner, you might prefer recording your reflections as spoken thoughts.

Real-Life Application

By encouraging students to consider how knowledge can be applied practically, reflective practice bridges the gap between theoretical learning and real-world scenarios. This benefit is especially valuable as you are preparing to tackle challenges beyond the classroom .

For example, if you're studying economics, reflective practice prompts you to think about how the principles you're learning can be applied to analyse current economic issues or make informed personal financial decisions.

Self-Awareness

Reflective practice cultivates self-awareness, as students learn about their thought processes, learning preferences, and areas of growth. As you reflect on your learning experiences, you become attuned to how you absorb information, what strategies work best for you, and where you might encounter challenges.

How to Apply Reflective Learning

Reflective learning can easily be integrated into your study routine, all it takes is a bit of planning, time and patience in order to get used to it. 

Set Aside Time

Dedicate specific time slots for reflective practice in your study routine. This could be after a lecture, reading a chapter, or completing an assignment.

Allocating dedicated time for reflective practice ensures that you prioritise this valuable technique in your learning process. After engaging with new material, take a few moments to step back and contemplate what you've learnt. This practice prevents information overload and provides an opportunity for your brain to process and make connections. 

For example, if you've just attended a lecture, set aside 10–15 minutes afterwards, or as soon as you can, to reflect on the main points, key takeaways, and any questions that arose during the session.

Create a Reflection Space

Creating a conducive environment for reflection is crucial. Find a quiet and comfortable space where you can concentrate without interruptions. Having a designated journal or digital note-taking app allows you to capture your thoughts systematically. 

A voice recorder can be particularly helpful for those who prefer verbalising their reflections. 

The act of recording your reflections also adds a layer of accountability, making it easier to track your progress over time.

Ask Thoughtful Questions

Asking insightful questions is at the heart of reflective practice. Challenge yourself to go beyond the superficial understanding of a concept by posing thought-provoking inquiries. 

For instance, if you've just read a chapter in a textbook, consider why the concepts covered are significant in the larger context of the subject. Reflect on how these ideas relate to your prior knowledge and experiences. Additionally, explore real-world scenarios where you could apply the newfound knowledge. This will enhance your comprehension and problem-solving skills.

Review Regularly

Revisiting your reflections is akin to reviewing your study notes. Regularly returning to your reflections reinforces your understanding of the material. Over time, you might notice patterns in your thinking, areas where you consistently struggle, or subjects that spark your curiosity. 

This insight can guide your future study sessions and help you allocate more time to topics that need a little more attention.

Engage in Dialogue

Sharing your reflections with others opens the door to valuable discussions. Conversations with peers, parents, teachers, or mentors offer different viewpoints and insights you might not have considered on your own. Explaining your thoughts aloud also helps consolidate your understanding, as articulating concepts requires a deeper level of comprehension. 

Ultimately, engaging in dialogue enriches your learning experience and enables you to refine your thoughts through constructive feedback.

A Reflective Learner is A Life Long Learner

Reflective learning has the remarkable ability to cultivate a love for learning and foster a lifelong learner mindset. 

This method will encourage you to actively engage with your learning experiences, critically examine your knowledge, and apply insights to real-life situations. This process of examination, questioning, and application will nurture intrinsic motivation , curiosity, and ownership of learning. 

This will also empower you to view challenges as opportunities for growth and to embrace a mindset of continuous improvement. This joy of discovery, combined with collaborative interactions, can also strengthen your sense of community and amplify the satisfaction you derive from the learning process. 

Ultimately, reflective practice instils a belief in the value of lifelong learning, encouraging you to seek out new knowledge, explore diverse fields, and continuously evolve intellectually and personally.

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Other articles

• Cambridge Libraries

Study Skills

Reflective practice toolkit.

• Introduction

What is reflective practice?

• Everyday reflection
• Models of reflection
• Barriers to reflection
• Free writing
• Reflective writing exercise
• Bibliography

Reflective practice

Reflective practice is the ability to reflect on one's actions so as to engage in a process of continuous learning.

- Donald Schon

Imagine that you come home at the end of a really bad week where everything possible has gone wrong. When you walk in the front door you are confronted with a time machine which can take you back to Monday morning so you can live the whole week over again. You use this opportunity to think about everything that went wrong and what you could do (if anything) to correct things as well as trying to repeat the things that you have done right. It may not seem like it but this is reflective practice - the act of thinking about our experiences in order to learn from them for the future. In real life you probably don't have access to time travel but you can still work towards being a reflective practitioner. We can all undertake activities to think about our experiences, learn from them and develop an action plan for what we will do next.

Reflective practice was something which developed in disciplines such as teaching, medicine and social work as a way to learn from real life experiences. People in these areas would think about encounters with their students, patients or clients, how these worked and what lessons they could take away. Over time many other areas have adopted the principles of reflective practice, including universities. You can use reflection when studying, for example when preparing group work or when working on assignments. It is also useful beyond academia when you are applying for jobs, as part of a professional qualification or just as a way of thinking about your role.

Although a definition of reflective practice has been included above this is only one part of a larger process. Reflection is a very personal thing and different people will define it in different ways. It is important to remember that there is no one 'correct' way of defining what reflection is or how it should be done as a lot of this will depend on your own circumstances.

Think about ... Definitions

Take a few minutes to think about what reflective practice means to you. There is no right or wrong answer to this question and your answer will depend on many factors and your own background. Keep this definition in mind as you read through the rest of the resource.

Why reflect?

You can practice reflection during your education, within the workplace or as part of your general personal wellbeing. It has many benefits at both a personal and professional level and can help you to focus on planning for future experiences.

So what are the main benefits of reflection?

• When you're studying you are likely to be very involved in your work and achieving academic success. It can be easy to become too focused on your work in this situation but reflective practice allows you to look at the bigger picture. Undertaking regular reflection, for example once a term, can help you to think about your goals for studying and your plans for the future.
• It can help with the issue of 'self-talk'. We all have a little voice inside our heads which reminds us of all the things we could have done differently in certain situations. Reflecting on an experience can help to put this voice to use as we learn from what we have done and move forward.
• It gives you areas to improve on or develop. Whether you are a student or in the workplace you will find that you are constantly being asked for ways in which you can develop your knowledge and skills. Undertaking reflections can help you to think about areas that you can work on as well as what you are doing well.
• Students are often asked to reflect as part of their assignments or coursework. Your tutor may give you an exercise where you have to think about a topic in relation to your own experiences or you may have to reflect on something as part of a general essay question.
• Reflection can help you to be more creative and try new things. It's very easy to get stuck in a rut and it can be helpful to think about what you are doing and why you are doing it. This can help to spark new ideas and ways of thinking.
• Human nature means that we all make assumptions about people and situations. Taking a step back and reflecting can help you to challenge some of these assumptions and see things from a new perspective.
• Reflection is a key part of emotional intelligence - the ability to understand and remain in control of our emotions. This is a useful skills to have both for our own wellbeing and when working with others.
• It helps to maintain a healthy work/life balance by offering a defined process for thinking things through. Hopefully you can learn from them and move on rather than dwelling on what happened.

How to reflect

Now you understand the benefits of being reflective how do you actually go about doing it? There is no one magic formula to follow and you will find that what works for your peers might not work for you. Some people find reflecting out loud works for them whilst for others it's something private. You can be really organised and regularly write your reflections down or you can do it as and when you can. It's best if you can reflect regularly as this will help you get into the habit and you will be able to build on what you learn.

The easiest way to get started with reflection is to ask yourself some of the following questions about the experience you want to reflect on. As you look at the questions think about how you might record your answers, for example in a reflective journal, so that you can remember them in the future.

• Reflective questions transcript [Word]
• Reflective questions transcript [PDF]

This section has introduced the concept of reflective practice and what you might use it for. As we move through this resource you will be encouraged to think about how you might make reflection work for you and how you can become a reflective person in your everyday life.

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• Last Updated: Jun 21, 2023 3:24 PM
• URL: https://libguides.cam.ac.uk/reflectivepracticetoolkit

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• Deakin University
• Learning and Teaching

Critical reflection for assessments and practice

• Critical reflection

Critical reflection for assessments and practice: Critical reflection

• Reflective practice
• How to reflect
• Critical reflection writing
• Recount and reflect

What is critical reflection?

"We don't see things as they are, we see them as we are".

Anais Nin - Seduction of the Minotour (1961)

Critical reflection can be defined in different ways but at core it's an extension of critical thinking. It involves learning from everyday experiences and situations. You need to ask questions of yourself and about your actions to better understand why things happened.  

Critical reflection is active not passive

Critical reflection is active personal learning and development where you take time to engage with your thoughts, feelings and experiences. It helps us examine the past, look at the present and then  apply learnings to future experiences or actions.

Critical reflection is also focused on a central question, “Can I articulate the doing that is shaped by the knowing.” What this means is that critical reflection and reflective practice are tied together. You can use critical reflection as a tool to analyse your reflections more critically which allows you to evaluate , inform and continually change your practice .

Critical reflection: think, feel, and do

The events, experiences or interactions you choose to critically reflect on can be either positive or negative. They may be an interesting interaction or an everyday occurrence. 

No matter what it is, when you are critically reflecting it is a good idea to think about how the experience, event or interaction made you: 

And what you can do to change your practice.

What you think, feel and do as a result of critical reflective learning will shape the what, how and why of future behaviours, actions and work.

Critical reflection: what influences your practice 

Critical reflection also means thinking about why you make certain choices in your practice. Sometimes this may feel uncomfortable because it can highlight your assumptions, biases, views and behaviours. But it is important to take the time to think about how your own experiences influence your study, your work and your life in general. This involves you recognising how your perspectives and values influence the decisions you make. 

Click on the plus (+) icons  beneath each thought bubble to view some example assumptions that may influence practice. 

Scaffolded approach to think, feel, and do in your practice

There is quite a bit to keep in mind with using critical reflective to shape your practice. Making critical reflection part of your everyday is easier if you have a framework to refer to.

This critical reflection and reflective practice framework is a handy resource for you to keep. Download the framework  and use it as a prompt when doing critical reflective assessments at uni or as part of developing reflective practice in your work.

DOWNLOAD FRAMEWORK (PDF, 1MB)

Critical reflection includes research and evidence-base

Why you need to use academic literature in critical reflections can be hard to understand as you may feel that you don’t need to draw on other sources when discussing your own experiences. Critical reflections involve both personal perspective and theory = the need to use academic literature. 

Personal plus theory underpins reflective practice

Keep in mind that when you are at university there is an expectation that you support the points you make by referring to information from relevant, credible sources. 

You also need to think about how theories can influence and inform your practice. Reflective practice relies on evidence, with research informing your reflection and what changes to practice you intend to put into play. This means you will need to use academic literature to support what you are saying in your reflection. 

Learn more about including literature in your writing. Deakin’s academic skills guide on  Using Sources  will help you weave academic literature into your critical reflection assessments. It’s focused on supporting evidence in your writing.

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• Last Updated: Mar 15, 2024 4:53 PM
• URL: https://deakin.libguides.com/critical-reflection-guide

Practice-based and reflective learning

• Introduction

The reflective learning cycle

Developing your reflective insights, using theory.

• Reflective writing

Useful links for reflective learning

• Reflective writing video tutorial (University of Hull) A clear explanation of things to think about when you are writing reflectively.
• Study Advice Helping students to achieve study success with guides, video tutorials, seminars and one-to-one advice sessions.
• Academic Phrasebank Use this site for examples of linking phrases and ways to refer to sources.
• Academic writing LibGuide Expert guidance on punctuation, grammar, writing style and proof-reading.
• Essay writing LibGuide Expert guidance on writing essays for university.
• Report writing LibGuide Expert guidance on planning, structuring and writing reports at university.
• Dissertations and major projects LibGuide Expert guidance on planning, researching and writing dissertations and major projects.

Reflective thinking helps you to:

• Develop a questioning attitude and new perspectives
• Identify areas for change and improvement
• Respond effectively to new challenges
• Generalise and apply what you have learned from one situation to other situations

You may be asked to think reflectively at university when completing assignments that draw on your experience in placements or prior employment, or when considering your own skills and experience and where you might need to develop (for careers learning or general academic development, for instance).

Being able to think reflectively is an important transferrable skill that will help you to showcase your achievements at job interviews, and is also worth mentioning in its own right.

• Reflective thinking (Study Guide) You can also print off an abridged PDF version of this guide. This is designed to be printed double-sided on A4, then folded to make an A5 guide.

This cycle is iterative, so it doesn't stop after one rotation; you apply what you learn, then continue to reflect and develop further.

Based on the wider context, theory, models of knowledge and practice, previous experience etc. think carefully about how others have performed similar tasks and use this understanding to develop, modify, change, adapt, and then formulate an action plan for the situation you are expecting to encounter.

Apply the method or approaches developed in the Plan, with a client or situation. Maintain self awareness. Be prepared to creatively adapt and change goals as you go along - while keeping your plan in mind.

As soon as possible, review the session and your observations of what happened, the effects on the client or situation and on yourself. Produce an accurate and objective description of the event.

Reflect upon and evaluate the session and your actions. Analyse your own experience of what you did and how you did it. Reflect on the strengths and weaknesses of your actions, identify problems and issues for investigation, develop your insight. There is no correct answer and some things may remain difficult to interpret. Did you achieve your plan? Did your goals change? How did your actions affect the situation and how did the situation affect you? How do your observations fit with the theories you have read?

- Plan again…

Formulate a new action plan based on your experience in the previous situation or session with the client. Use the outcomes of your reflection, rethinking and reinterpreting. Include the wider context of theory, models of knowledge and practice.

- Act again… and so on.

Be prepared to:

• Be critical of your own actions
• Think of alternative explanations of events
• Make use of evidence from a range of sources e.g. theories
• Recognise that your own point of view will change with time
• Discuss with others to deepen your insight and explore a range of perspectives
• Reflective questions to ask yourself
• Why did I respond in this way?
• What was I thinking and feeling - did this influence me, and why?
• What was the client thinking and feeling, what is the evidence for this?
• What else could I have done?
• What would I do in a similar situation?

Consider the following:

• How does my experience compare to what I have read? Are there any theories that would help explain what happened?
• What might be the results of doing things differently? What evidence is there to show things might change if done differently?
• How has the experience changed my understanding?

Our top tip:  Keep comparing theory to practice and exploring the relationship between the two.

Academic theories  provide a generalised model or framework to help you understand what might be happening in a situation - the Reflective Learning Cycle explained above is an example of a theoretical model - it gives you a structure to compare your own experiences to and language to help you explain what is happening.

Your own experiences  are what happens in practice; these may be more complex and richer than an abstract model, but it can be harder to see what is relevant. By comparing your experiences to a theory or theories, you can develop some more insightful explanations for what happened. Also use your own experiences to interrogate and question theories - does the theory fit what happened? If not, why? Does the theory only explain part of the story? Does the theory need to be adapted for different situations?

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• Last Updated: Jan 29, 2024 11:24 AM
• URL: https://libguides.reading.ac.uk/reflective

Critical thinking

• Analysis and Evaluation
• Critical Appraisal
• Creativity & Innovation

Critical Reflection

From the library.

• Training & events

Critical reflection allows us to synthesise different perspectives (whether from other people or literature) to help explain, justify or challenge what we have encountered in our own or other people’s experience. It may be that theory or literature gives us an alternative perspective that we should consider, it may provide evidence to support our views or way of working or it may explicitly challenge them. Critical reflection also allows us to analyse what we have learned and how we have learned to enable us to take control of our own learning and development. The model below is just one example of reflective practice.

With thanks to:

The Open University (2016)  Learning to teach: becoming a reflective practitioner. Available at:  http://www.open.edu/openlearn/education/learning-teach-becoming-reflective-practitioner/  

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• Last Updated: Jan 30, 2024 3:18 PM
• URL: https://libguides.napier.ac.uk/criticalthinking

A Crash Course in Critical Thinking

What you need to know—and read—about one of the essential skills needed today..

Posted April 8, 2024 | Reviewed by Michelle Quirk

• In research for "A More Beautiful Question," I did a deep dive into the current crisis in critical thinking.
• Many people may think of themselves as critical thinkers, but they actually are not.
• Here is a series of questions you can ask yourself to try to ensure that you are thinking critically.

Conspiracy theories. Inability to distinguish facts from falsehoods. Widespread confusion about who and what to believe.

These are some of the hallmarks of the current crisis in critical thinking—which just might be the issue of our times. Because if people aren’t willing or able to think critically as they choose potential leaders, they’re apt to choose bad ones. And if they can’t judge whether the information they’re receiving is sound, they may follow faulty advice while ignoring recommendations that are science-based and solid (and perhaps life-saving).

Moreover, as a society, if we can’t think critically about the many serious challenges we face, it becomes more difficult to agree on what those challenges are—much less solve them.

On a personal level, critical thinking can enable you to make better everyday decisions. It can help you make sense of an increasingly complex and confusing world.

In the new expanded edition of my book A More Beautiful Question ( AMBQ ), I took a deep dive into critical thinking. Here are a few key things I learned.

First off, before you can get better at critical thinking, you should understand what it is. It’s not just about being a skeptic. When thinking critically, we are thoughtfully reasoning, evaluating, and making decisions based on evidence and logic. And—perhaps most important—while doing this, a critical thinker always strives to be open-minded and fair-minded . That’s not easy: It demands that you constantly question your assumptions and biases and that you always remain open to considering opposing views.

In today’s polarized environment, many people think of themselves as critical thinkers simply because they ask skeptical questions—often directed at, say, certain government policies or ideas espoused by those on the “other side” of the political divide. The problem is, they may not be asking these questions with an open mind or a willingness to fairly consider opposing views.

When people do this, they’re engaging in “weak-sense critical thinking”—a term popularized by the late Richard Paul, a co-founder of The Foundation for Critical Thinking . “Weak-sense critical thinking” means applying the tools and practices of critical thinking—questioning, investigating, evaluating—but with the sole purpose of confirming one’s own bias or serving an agenda.

In AMBQ , I lay out a series of questions you can ask yourself to try to ensure that you’re thinking critically. Here are some of the questions to consider:

• Why do I believe what I believe?
• Are my views based on evidence?
• Have I fairly and thoughtfully considered differing viewpoints?
• Am I truly open to changing my mind?

Of course, becoming a better critical thinker is not as simple as just asking yourself a few questions. Critical thinking is a habit of mind that must be developed and strengthened over time. In effect, you must train yourself to think in a manner that is more effortful, aware, grounded, and balanced.

For those interested in giving themselves a crash course in critical thinking—something I did myself, as I was working on my book—I thought it might be helpful to share a list of some of the books that have shaped my own thinking on this subject. As a self-interested author, I naturally would suggest that you start with the new 10th-anniversary edition of A More Beautiful Question , but beyond that, here are the top eight critical-thinking books I’d recommend.

The Demon-Haunted World: Science as a Candle in the Dark , by Carl Sagan

This book simply must top the list, because the late scientist and author Carl Sagan continues to be such a bright shining light in the critical thinking universe. Chapter 12 includes the details on Sagan’s famous “baloney detection kit,” a collection of lessons and tips on how to deal with bogus arguments and logical fallacies.

Clear Thinking: Turning Ordinary Moments Into Extraordinary Results , by Shane Parrish

The creator of the Farnham Street website and host of the “Knowledge Project” podcast explains how to contend with biases and unconscious reactions so you can make better everyday decisions. It contains insights from many of the brilliant thinkers Shane has studied.

Good Thinking: Why Flawed Logic Puts Us All at Risk and How Critical Thinking Can Save the World , by David Robert Grimes

A brilliant, comprehensive 2021 book on critical thinking that, to my mind, hasn’t received nearly enough attention . The scientist Grimes dissects bad thinking, shows why it persists, and offers the tools to defeat it.

Think Again: The Power of Knowing What You Don't Know , by Adam Grant

Intellectual humility—being willing to admit that you might be wrong—is what this book is primarily about. But Adam, the renowned Wharton psychology professor and bestselling author, takes the reader on a mind-opening journey with colorful stories and characters.

Think Like a Detective: A Kid's Guide to Critical Thinking , by David Pakman

The popular YouTuber and podcast host Pakman—normally known for talking politics —has written a terrific primer on critical thinking for children. The illustrated book presents critical thinking as a “superpower” that enables kids to unlock mysteries and dig for truth. (I also recommend Pakman’s second kids’ book called Think Like a Scientist .)

Rationality: What It Is, Why It Seems Scarce, Why It Matters , by Steven Pinker

The Harvard psychology professor Pinker tackles conspiracy theories head-on but also explores concepts involving risk/reward, probability and randomness, and correlation/causation. And if that strikes you as daunting, be assured that Pinker makes it lively and accessible.

How Minds Change: The Surprising Science of Belief, Opinion and Persuasion , by David McRaney

David is a science writer who hosts the popular podcast “You Are Not So Smart” (and his ideas are featured in A More Beautiful Question ). His well-written book looks at ways you can actually get through to people who see the world very differently than you (hint: bludgeoning them with facts definitely won’t work).

A Healthy Democracy's Best Hope: Building the Critical Thinking Habit , by M Neil Browne and Chelsea Kulhanek

Neil Browne, author of the seminal Asking the Right Questions: A Guide to Critical Thinking, has been a pioneer in presenting critical thinking as a question-based approach to making sense of the world around us. His newest book, co-authored with Chelsea Kulhanek, breaks down critical thinking into “11 explosive questions”—including the “priors question” (which challenges us to question assumptions), the “evidence question” (focusing on how to evaluate and weigh evidence), and the “humility question” (which reminds us that a critical thinker must be humble enough to consider the possibility of being wrong).

Warren Berger is a longtime journalist and author of A More Beautiful Question .

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The Reflective Practitioner in Professional Education pp 45–55 Cite as

Reflective Practice: Critical or Mechanical

• Linda Lawrence-Wilkes 3 &
• Lyn Ashmore 4  

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This chapter examines how experiential and cognitive learning theories influence critical thinking and reflection in education. The historical theory-practice divide has led to a positivist tradition, in which a cognitivist process of criticality is based on reason, yet reflection and action underpin critical thinking. In this context, reflection seen as subjective becomes restricted in scope. Questions of validity and context in subject-object reflective models can lead to mechanistic reflection. An integrated approach views reflection as a cognitive process that bridges the theory practice gap, rooting theory in practice. Critical theory supports rational discursive reflection, validated through equal consensus and socio-political context. It considers how practitioners can move towards critical reflection within an egalitarian applied learning approach, to challenge a widening theory-practice divide.

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Lawrence-Wilkes, L., Ashmore, L. (2014). Reflective Practice: Critical or Mechanical. In: The Reflective Practitioner in Professional Education. Palgrave Pivot, London. https://doi.org/10.1057/9781137399595_5

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Fostering critical thinking with reflective journals

Timely, frequent and constructive feedback has a powerful influence on student achievement. However, its impact on higher education students is hotly debated and often highly variable

Lesley Gardner

.css-76pyzs{margin-right:0.25rem;} ,, udayangi muthupoltotage.

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Students and staff frequently voice their dissatisfaction with  assessment feedback . The common complaint is that students do not engage with nor act on it. They can often see it as more critical than constructive. Learning as a transaction frequently produces a passive attitude to feedback, with students expecting to be “told” what to do to achieve a high grade. 

At the University of Auckland, we wanted students to take responsibility for developing their knowledge, skills and critical thinking, so we introduced a continuous reflective journal task into a postgraduate information systems course. The aim was to offer students a way to dissect, reflect on and understand feedback so that they could identify areas for improvement. To facilitate this, we encouraged students to provide evidence of their evolving thought processes and details on how they acted on the feedback and found meaning in their learning experiences. The journal was linked to standard assignments and peer review features accessible via Canvas, the University’s teaching and learning portal. We wanted to create a shared and transparent process that students and staff trusted, to shift the common framing of students as consumers and instead empower them to take an active role in their learning. 

We designed a set of in-classroom activities to facilitate students’ understanding of our assessment:

• A series of discussions and interactive sessions focused on reflective writing
• Rubric interpretation 
• Giving and receiving feedback. 

In these sessions, we held group discussions to create and clarify a shared understanding of the reflective writing assessment and its rubrics. We  scaffolded students’ understanding of feedback and their role in constructing and writing peer feedback. We distilled the work from the sessions into a set of resources, namely rubric interpretation, reflective writing and appropriate methods of giving and receiving feedback materials that were stored and available on canvas, to help students develop constructive feedback language. 

For staff, we followed the notion that students learn best when they receive feedback quickly and frequently and recognised that the class size made returning feedback within a specific timeframe challenging. 

We therefore leveraged existing electronic tools such as Turnitin e-rater and Grammarly to provide feedback. We involved students in designing rubrics within Canvas to enable automatic marking and facilitate detailed feedback that could be processed quickly. Finally, we leveraged peer-marking rubrics in Canvas to enable peer-to-peer marking. Thus, a student would receive four different types of feedback for each piece of work. 

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After the trial, we wanted to find out if the task did improve learning. We collected a wide range of data, including students’ background information, GPA, language competency and attitude before the intervention. Then we reviewed their performance data at different periods in the semester and looked at individual feedback and their journals. We then invited students to focus groups. From informal and formal feedback, we found students engaged well with reflective journals. Students told us that their expectations and effort highly influenced their response to feedback. They were able to demonstrate a deeper understanding of recurring themes that impeded their learning. This encouraged them to spend more time on self-reflection and self-evaluation.

Students appreciated the nuanced feedback and said the process revealed the importance of understanding and acting on it. They also appreciated the availability of instructors to provide clarification. They tended to prefer the individualised feedback and felt it was more useful than generic rubric marking.

For teaching staff, the reflective journal task created opportunities to identify, understand and address weaknesses in current feedback processes, which can and do reduce student engagement. Staff learned how to create a trusting atmosphere and use an appropriate tone when providing feedback. 

Our three key takeaways are:

• Students interpret marking rubrics in different ways. More work is needed to develop a common understanding of how marking works. Upon reflection of the assessment and its activities, we chose to separate activities into different classes, over two weeks. 
• The reflective journals enhanced students’ self-regulation and performance over time.
• Better automation using readily available digital tools would help to reduce increased staff workload. We are reviewing the mechanisms available to us through our learning management system and its available plug-in tools.

In the meantime, we continue to use the reflective journals and improve the model.

Lesley Gardner is an associate professor and  Udayangi Muthupoltotage is a lecturer at the University of Auckland Business School.

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4 Models of reflection – core concepts for reflective thinking

The theories behind reflective thinking and reflective practice are complex. Most are beyond the scope of this course, and there are many different models. However, an awareness of the similarities and differences between some of these should help you to become familiar with the core concepts, allow you to explore deeper level reflective questions, and provide a way to better structure your learning.

Boud’s triangular representation (Figure 2) can be viewed as perhaps the simplest model. This cyclic model represents the core notion that reflection leads to further learning. Although it captures the essentials (that experience and reflection lead to learning), the model does not guide us as to what reflection might consist of, or how the learning might translate back into experience. Aligning key reflective questions to this model would help (Figure 3).

This figure contains three boxes, with arrows linking each box. In the boxes are the words ‘Experience’, ‘Learning’ and ‘Reflection’.

This figure contains three triangles, with arrows linking each one. In the top triangle is the text ‘Experience - what? (Description of events)’. In the bottom-left triangle is the text ‘Learning - now what? (What has been learned? What is the impact of the learning?’. In the bottom-right triangle is the text ‘Reflection - so what? (Unpicking the events)’.

Gibbs’ reflective cycle (Figure 4) breaks this down into further stages. Gibbs’ model acknowledges that your personal feelings influence the situation and how you have begun to reflect on it. It builds on Boud’s model by breaking down reflection into evaluation of the events and analysis and there is a clear link between the learning that has happened from the experience and future practice. However, despite the further break down, it can be argued that this model could still result in fairly superficial reflection as it doesn’t refer to critical thinking or analysis. It doesn’t take into consideration assumptions that you may hold about the experience, the need to look objectively at different perspectives, and there doesn’t seem to be an explicit suggestion that the learning will result in a change of assumptions, perspectives or practice. You could legitimately respond to the question ‘what would you do or decide next time?’ by answering that you would do the same, but does that constitute deep level reflection?

This figure shows a number of boxes containing text, with arrows linking the boxes. From the top left (and going clockwise) the boxes display the following text: ‘Experience. What happened?’; ‘Feeling. What were you feeling?’; ‘Evaluation. What was good or bad about the situation?’; ‘Analysis. To make sense of the situation’; ‘Conclusion. What else could you have done?’; ‘Action plan. What would you do next time?’.

Atkins and Murphy (1993) address many of these criticisms with their own cyclical model (Figure 5). Their model can be seen to support a deeper level of reflection, which is not to say that the other models are not useful, but that it is important to remain alert to the need to avoid superficial responses, by explicitly identifying challenges and assumptions, imagining and exploring alternatives, and evaluating the relevance and impact, as well as identifying learning that has occurred as a result of the process.

This figure shows a number of boxes containing text, with arrows linking the boxes. From the top (and going clockwise) the boxes display the following text: ‘Awareness. Of discomfort, or action/experience’; ‘Describe the situation. Include saliant feelings, thoughts, events or features’; ‘Analyse feeling and knowledge. Identify and challenge assumptions - imagine and explore alternatives’; ‘Evaluate the relevance of knowledge. Does it help to explain/resolve the problem? How was your use of knowledge?’; ‘Identify any learning. Which has occurred?’

You will explore how these models can be applied to professional practice in Session 7.

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Reflective practice in health care and how to reflect effectively

Kiron koshy.

a Brighton and Sussex University Hospital

Christopher Limb

b Western Sussex University Hospitals, Worthing

Buket Gundogan

c UCL Medical School, University College London, London

Katharine Whitehurst

d Royal Devon and Exeter Hospital, UK

Daniyal J. Jafree

Reflective practice is a paper requirement of your career progression in health care. However, if done properly, it can greatly improve your skills as a health care provider. This article provides some structure to reflective practice to allow a health care provider to engage more with reflective practice and get more out of the experience.

Introduction

Reflective practice is something most people first formally encounter at university. This may be reflecting on a patient case, or an elective, or other experience. However, what you may not have considered is that you have been subconsciously reflecting your whole life: thinking about and learning from past experiences to avoid things that did not work and to repeat things that did. For example after tasting a food you do not like, you remember that experience, think about it, and when you next see that same food you know to avoid it. In medicine it is one of the best approaches to convert theoretical knowledge into practice.

As you progress through medical school and into foundation years as a doctor it becomes even more common. It is now expected to provide evidence of your reflections through your training on the ePortfolio and then throughout the rest of your professional life in revalidation. Hence, it is a good idea to get it right from the beginning.

First and foremost the biggest mistake you can make when reflecting is to treat it as a tick box exercise and a waste of time. With a bit of thought reflections can be a very useful tool in learning. Would you remember a generic case from a book? Would hanging all of those facts on a patient you have met make it more memorable? It allows you to recognize your own strengths and weakness, and use this to guide on-going learning. By reflection you will develop your skills in self-directed learning, improve motivation, and improve the quality of care you are able to provide.

What to reflect on

This can be anything.

Most reflections are on things that go wrong. These situations stay in one’s head and force us to begin to think about whether they could have done anything differently. For example:

• Postoperative complications
• Missed diagnosis
• A dissatisfied patient
• Failed procedure

However, reflecting on things that went well can often be more rewarding and be just as useful. It can build confidence and help you to repeat it again on another occasion. For example:

• A well-managed cardiac arrest
• An interesting seminar or conference
• A patient thank you letter
• A difficult but well performed procedure

Stages of reflecting

There are numerous models for reflections, but it is important to understand why you are asking each question and how that will help you to reflect 1 . This an integration of many concepts but the broad process is similar in all models: what happened, why does this matter and what are the next steps? 2

What, where, and who—the situation

Think about the situation in detail: What happened exactly and in what order, where were you at the time and who else was involved? What part did you have to play? What was the final outcome?

How did it make you feel—your emotional state

What was running through your head and how did you feel about it? Be honest with yourself: were you afraid, confused, angry or scared? If you can understand how you were feeling at the time it will help you put together why things happened as they did, and help you to recognize similar situations in the future.

Why did it happen—making sense of the situation

Now you have thought about the situation in greater detail, and probably recognized things that would have otherwise gone unnoticed, think about why things happened as they did. How did the situation, yourself, and others interact at the time. Did the situation go well or was there room for improvement?

Could you have done anything differently—critical review and development of insight

With the help of hindsight how would you have managed the situation differently? Think about what factors you could have influenced: is there anything you could have tried that may have improved the situation, or is there anything you did that was particularly important in the situation? It is easy to remember the things that you did not do and it is often the things that you did well that are forgotten.

What will you do differently in the future—how will this change your practice

This is arguably the most important stage in reflecting. You need to pull together everything you have thought of before to learn, change your own practice, and improve 3 . Do not only think about what you would do differently in that specific situation, but think whether you have thought of any transferable knowledge or skills you can utilize elsewhere. For example: if you reflect on a postprocedural complication do not only think of how you would manage this again but also how you would prevent it happening if you performed the procedure yourself! If you are a part of a well-led cardiac arrest do not think only of what you would do next to help, but also how you would lead an arrest in the future, or even how you would lead a team in any other situation!

Re-enforcement—what happens when you put this into practice

Test your reflections: When comparable situations happen again, do things change as you would expect them to? This is a chance to repeat the reflective cycle to refine and develop your understanding.

How to make the best use of reflective practice

As mentioned previously most people see reflective practice as a tick box exercise, but it does not have to be.

Over the next day take note of any interesting situations that arise. Later in the day try mentally reflecting, following this framework, and if you think any will be particularly useful to you write them down. If you try this for a week you will begin to see similar situations arising and how your reflective practice is positively affecting you.

Remember: you do not always have to learn only from your own experience; learn from others’ mistakes as well. Reflect on situations that you have witnessed to work out why things happened as they did, and how this can influence you.

It can be useful to take these reflections for peer or senior review: others may be able to draw light on things you have not noticed. This can allow you to recognize points for improvement and work on them. This can also be a useful learning opportunity for the other involved!

An example to put this into practice

I was involved in a patient confrontation; the patient was unhappy with her hospital stay and wanted to be discharged home. Unfortunately she required a package of care and so could not be discharged. I explained this and she returned to her bed. I was happy I had explained everything to her and continued with my other jobs.

Who, what, and why

I was involved in a patient confrontation; an elderly patient was unhappy with hospital stay and wanted to be discharged home. She was under our general surgical team for a head injury and observation after a normal CT head. She had been seen on our ward round and told that she was medically fit for discharge but still awaiting social services: her house had been reviewed and deemed unsafe so she was waiting for banisters to be installed. The issue was raised with me by chance as I was doing other things on the ward. I explained this to her and although she remained annoyed I was able to make her understand what the delay was and she returned to her bedside. She did not seek further clarification that day.

How did it make you feel

At the time I felt rushed and frustrated. I had a lot of other work to be done and this was distracting from that. She had already been told she was waiting for social services in the morning. I understood why this was difficult for her but did not think I would be able to do anything to help.

Why did it happen

The morning ward round was quite rushed and so our explanation was limited to telling her we were waiting for social services. I can understand from her point of view this may have meant very little, and so my explanation of what exactly we were doing may have relieved some frustration. Having been waiting up to this point, it is no surprise she continued to be angry but may have been accepting of this plan.

Could you have done anything differently

I think my explanation was very good, and the patient seemed happy with this, although I did not give a rough idea of how long this would take. It may have been useful to have spoken to the sister in charge to ask for what progress had been made to feed back to the patient. Also I did not ask her whether she was happy with this explanation: I may have been able to satisfy her frustration further by answering a few more questions or even recognize any other issues at home that may need addressing before discharge. Although the information given in the ward round was correct, it was not understandable to the patient. If this had all been quickly clarified in the morning, the patient would have been happy throughout the day and not caused a problem later on.

What will you do differently in the future

I think that the route problem in this situation was our explanation on the morning ward round. Furthermore, I am not sure how long such issues take to be addressed. To avoid a similar situation in the future I will speak to the other health care professionals on the ward to get a round idea of how long occupational interventions such as this and other community interventions take to start. This means when future patients are medically fit I can spend a moment in the morning informing them of what needs to be done and how long it may take. Hopefully this will allow me to address patient concerns early to avoid them becoming an issue when it is too late.

Re-enforcement

I will reflect on how future situations similar to this develop, looking for an improvement in the quality of my patient care.

Following a structure helps to focus a reflection: I am sure you will agree the learning points are much clearer from a good reflection!

Conclusions

To summarize, the benefits of reflecting are clear: it may be difficult to do initially, but through practice you will develop your own skills and become a better learner. Many structures are available so choose one what works for you. Reflective practice is an important part of your career progression on paper, but if done well, can greatly improve your skills as a health care provider.

Conflict of interest statement

The authors declare that they have no financial conflict of interest with regard to the content of this report.

Sponsorships or competing interests that may be relevant to content are disclosed at the end of this article.

Published online 15 June 2017

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Original research article, developing a community of inquiry using an educational blog in higher education from the perspective of bangladesh.

• 1 Institute of Education and Research (IER), University of Dhaka, Dhaka, Bangladesh
• 2 School of Education and Social Sciences, University of the West of Scotland, Paisley, United Kingdom

Web 2.0 tools such as blogs, wikis, social networking, and podcasting have received attention in educational research over the last decade. Blogs enable students to reflect their learning experiences, disseminate ideas, and participate in analytical thinking. The Community of Inquiry (CoI) framework has been widely used in educational research to understand and enhance online and blended learning platforms. There is insufficient research evidence to demonstrate the impact of educational blogging using the CoI model as a framework. This article explores how blogs can be used to support collaborative learning and how such an interaction upholds CoI through enhancing critical thinking and meaningful learning in the context of higher education (HE). An exploratory sequential mixed-method approach has been followed in this study. A convenience sampling method was employed to choose 75 undergraduate students from Dhaka University for a 24-week blogging project. Every publication on the blog was segmented into meaningful units. Whole texts of posts and comments are extracted from the blog, and the transcripts are analyzed in a qualitative manner considering the CoI framework, more specifically, through the lens of cognitive, social, and teaching presence. In addition, the semi-structured questionnaire is used to collect data from students irrespective of whether blogging expedited students' learning or not. The research findings indicate that cognitive presence, namely, the exploration component, is dominant in blog-based learning activity. Moreover, this research has demonstrated that blogs build reliable virtual connections among students through exchanging ideas and information and by offering opportunities for reflective practice and asynchronous feedback. This study also revealed challenges related to blogging in the context of developing countries, including lack of familiarity with blogs, restricted internet connectivity, limited access to devices, and low levels of social interaction. It is recommended that different stakeholders including policymakers, curriculum developers, and teachers take the initiative to synchronize the utilization of educational blogs with the formal curriculum, guaranteeing that blog activities supplement and improve traditional teaching–learning activities.

1 Introduction

The prevalence of online learning is rapidly expanding and has become more advanced due to ongoing technological improvements ( Seaman et al., 2018 ). Web 2.0 tools, such as blogs, wikis, social networking, media sharing, and podcasting, allow for self-directed, collaborative, and widespread learning by sharing resources, regardless of physical or geographical constraints ( Song and Bonk, 2016 ). For instance, blogs can be used in online and blended learning platforms to foster students' reflective learning ( Milad, 2017 ), developing learning communities through several strategies like posting students' work, exchanging hyperlinks, and so on ( Kerawalla et al., 2009 ). In this connection, several researchers added that blogging has obvious advantages to form the Community of Inquiry (CoI) framework and to trigger meaningful learning through improving the social, cognitive, and teaching presence ( Cameron and Anderson, 2006 ; Petit et al., 2023 ). In addition, effective instructional strategies and facilitation of discourse guided by teachers are more significant in creating CoI than any other approach ( Garrison and Akyol, 2013 ). Additionally, Jimoyiannis et al. (2012) argued that properly designed blog activities can help students achieve higher cognitive levels by enhancing their communication and collaboration skills and their critical thinking. However, despite the widespread excitement and curiosity around the learning design framework and online learning environments, there is a lack of research on the educational influence of learning designs ( Bower, 2017 ). Shifting to the reality of the COVID-19 pandemic and the widespread adoption of online learning, the pandemic has initiated a radical and rapid rethinking of the teaching–learning arrangement. The challenge was to provide guidance and support to educators to shift their curriculum to an online environment ( Garrison, 2020 ). The CoI framework may provide a coherent representation of relevant information and the means to navigate between theoretical and practical sources of information ( Garrison, 2020 ). Hence, it is vital to examine how CoI inquiry could be designed and implemented in online environments. Additionally, there is a lack of research evidence to demonstrate the impact of educational blogging when using the CoI model as a framework. Moreover, no research article on the use of educational blogs for a higher education level in Bangladesh has been found yet. The study aims to investigate the potential of the blogging environment in assisting higher education students in their learning process, focusing on key elements of the CoI framework. Hence, the following research questions will be addressed:

i. What is the nature of the students' interaction in the educational blogging practice?

ii. How does participating in blog-based learning activity support students' learning experience?

iii. What problems do the students confront while engaging in educational blogging?

2 Literature review

Blogs can be characterized as a web-based archive displaying contents in reverse chronological entry date. People with little technical knowledge can publish as well as share their thoughts, opinions, and emotions with others using blogs ( Pifarré et al., 2014 ). The use of blogging technologies by students in educational settings is on the rise globally ( Ifinedo, 2017 ). Blogs are commonly advocated as collaborative tools that facilitate active learning among students ( Jimoyiannis and Angelaina, 2012 ). However, the rate of users' participation can diverge from session to session and blog to blog ( Lawrence et al., 2010 ). Blogs can create an online collaborative portfolio for course-related resources, assignments, calendars, events, teaching experiences, open discussions, students' queries, and so on ( Kaya et al., 2012 ). Hence, blogs can play a vital role in establishing the learning community as well as encouraging interpersonal communication among teachers and students of higher education ( Kaçar, 2021 ).

The analysis of the educational use of blogs often involves various methods and frameworks to understand the dynamics, engagement, and impact of the blog content ( Kaul et al., 2018 ). The CoI model is a framework that is particularly relevant for analyzing the educational aspects of blog posts, especially in online learning platforms ( Kim and Gurvitch, 2020 ). CoI was initially developed as a conceptual framework to guide the practice of collaborative learning through asynchronous communication in online settings ( Garrison and Akyol, 2013 ; Shea et al., 2022 ). The origin of the CoI model is grounded in Vygotsky's theory of social development ( 1978 ) and Dewey's practical inquiry and critical thinking model ( 1933 ) ( Garrison and Akyol, 2013 ; Shea et al., 2022 ). The structure depicted in Figure 1 illustrates the three primary components (teaching, cognitive, and social presence) of CoI and their intersection, which are crucial for comprehending the dynamics of profound and significant online learning experiences ( Garrison et al., 2010a ). Subsequently, other research studies focused on collating data related to learning design as well as the evaluation process in the online learning experience to the cognitive dimension to identify and measure three constitutional components of the CoI framework, namely, social presence, teaching presence, and cognitive presence ( Garrison et al., 2010b ; Angeli and Schwartz, 2016 ).

Figure 1 . Community of Inquiry framework [adapted from Akyol and Garrison (2011) ].

Among the three elements of the CoI framework, the role of social presence has been investigated most extensively in online educational settings ( Garrison and Arbaugh, 2007 ). Research has claimed that social presence enhances the learner's satisfaction, while the internet is used as a medium to deliver education ( Cui et al., 2013 ). However, the positive social environments including affective expression, open discussion, and group cohesion lead toward a hidden curriculum of the technological aspects of distance or virtual education ( Moodley et al., 2022 ). In addition, Akyol and Garrison (2011) described cognitive presence as the extent to which learners can construct and confirm meaning through sustained reflection and discourse. Cognitive presence is considered a distinctive outcome of higher education since long rooted in Dewey's (1933) construction of practical inquiry and critical thinking ( Sadaf et al., 2021 ). Akyol and Garrison (2011) implemented cognitive presence in terms of a practical inquiry model and established a four-phase process including triggering, exploration, integration, and resolution in the context of educational settings. However, Marshall and Kostka (2020) emphasized the importance of teaching presence to ensure effective online learning rather than interactions among participants. Teaching presence has been conceptualized to comprise three components: instructional design and organization, facilitating discourse, and direct instruction. Several pieces of literature ( Chakraborty and Nafukho, 2015 ; Chakraborty, 2017 ; Bhatty, 2020 ) highlight the significance of teaching presence in online learning platforms to meet the needs of students, to ensure perceived learning, and to certify the sense of community.

Researchers were likely intrigued by the potential of blogs to foster a sense of community and social presence, which are essential elements of the CoI framework. The exploration of CoI in educational blogs is likely driven by a combination of theoretical considerations, gaps in current research, and practical implications. The research design was meticulously constructed to explicitly address these qualities and offer significant contributions to the field of online education.

3 Theoretical framework: Community of Inquiry (CoI) in educational blogs

Several researchers ( Pifarré et al., 2014 ; Jimoyiannis and Roussinos, 2017 ) have suggested the design of educational blogging activities applying the CoI model as an analysis framework considering students' engagement and presence. The primary approach underlying the design was to integrate an educational blog with both content space and discussion space. The content space encompasses blog posts, articles, multimedia elements, and other sources of information generated by the author or contributors. On the other hand, the discussion space refers to the section of the blog platform where readers and participants can actively participate in conversations, express opinions, ask questions, and offer feedback about the content presented in the content space. This design confirms the collaborative nature of the blog ( Jimoyiannis and Angelaina, 2012 ). Moreover, the CoI model determines indicators to recognize and measure each presence in an educational blog community. Basic components and indicators of CoI are presented in Table 1 considering educational blogs as a collaborative learning platform.

Table 1 . Indicators to recognize and measure each presence in an educational blog [modified from Garrison and Arbaugh (2007) ].

Table 1 provides a more explicit definition of CoI elements, using both indicators and instances. These characteristics have been employed to unambiguously ascertain social presence, cognitive presence, and instructional presence in a blog-assisted educational context. This mapping has been used in laying the groundwork for this research.

4 Methodology

4.1 research context.

Although technology-mediated learning has been introduced at the higher education level in Bangladesh in recent years ( Chowdhury et al., 2018 ), different online-based technologies have yet to be integrated into the curriculum and assessment process ( Arefin et al., 2023 ). In this study, the educational blog was created using Google Sites considering a project-based learning approach, which combines online and in-person instruction to enhance learning by offering guidance, resources, and feedback. The goal of this blog-based activity was to promote for blogs as additional resources in traditional teaching methods, with a focus on developing engaging and efficient instructional materials that are in line with specific learning objectives. This activity also aimed to foster collaborative learning and effective communication among students. However, there was no correlation between student involvement in the blog-based learning activity and the assessment process. Moreover, the curriculum did not provide any guidance on using alternative online platforms like blogs for instructional activities.

This study employed an exploratory sequential mixed-method approach. A convenience sampling method was employed to choose undergraduate students from Dhaka University for a 24-week blogging project. A total of 75 students enrolled in the “Introduction to Computer Course” of the B.Ed. program were invited to participate in this blog-based activities and were assessed on how collaborative learning opportunities contribute to the achievement of learning outcomes. A total of 65 students actively participated in collaborative blog discussions, contributing by uploading content and/or commenting to promote the discourse and reflection.

4.2 Data collection

This study collected both qualitative and quantitative data as part of an exploratory sequential mixed-method research design. Qualitative data were collected from the blogging activities of students and categorized into the following: content posts (e.g., text, image, audio, and video) and comments (e.g., questions, replies to or explanation of previous posts, and new notions). After completing a thorough analysis of the blog's activity, it was ascertained that there were 20 content postings and 71 comments made on the site during the research period. The low level of involvement can be ascribed to students' lack of familiarity with the blogging platform and the optional nature of their participation.

Furthermore, a semi-structured questionnaire, developed on existing research that used the CoI framework in online settings, was employed as an instrument to collect data from the students at the end of the semester to assess whether activities on educational blogs facilitate and contribute to students' learning. The participating students were required to assess quantitative items on a 5-point scale: (1 [strongly disagree], 2 [disagree], 3 [unsure], 4 [agree], and 5 [strongly agree]). They were also asked to provide qualitative responses in an open-text format, expressing their opinions on the effectiveness and challenges of educational blogs.

4.3 Data analysis

To address the first research question, qualitative data (content posts and comments) on the blog were segmented into meaningful units. A meaningful unit refers to a distinct and analyzable segment or component within a content post/comment on the blog. Each meaningful unit is segmented based on the specific characteristics related to cognitive, social, and teaching presence, as outlined in the CoI framework. Afterward, these meaningful data units were categorized according to 13 indicators associated with CoI elements (specified in Table 1 ). Both authors attempted to generate meaningful units from content posts and comments. To evaluate the consistency or agreement between the researchers while assessing the meaningful units, interrater reliability was measured ( Stemler, 2019 ). Subsequently, the researchers employed a consensus-building procedure to address and settle any differences, and this entailed collaborative evaluations of complex instances and deliberations to arrive at mutually acceptable decisions ( Stemler, 2019 ).

In the subsequent phase, students' responses were analyzed to address the second and third research questions. Quantitative data of students' responses were analyzed statistically using descriptive statistics methods (frequency, mean, and standard deviation), whereas qualitative data were analyzed thematically. The qualitative data about blog-based activities were integrated with the quantitative data concerning the students' perspective of blogging to have a more accurate comprehension of the research inquiries. Hence, the validity and reliability of the study were enhanced through cross-verification of results by using both qualitative and quantitative data.

4.4 Ethical consideration

Prior to participation as samples, the participants were provided with an informed consent form about the goal of the study. Subsequently, the participants provided written informed consent to ensure their complete understanding and enable them to make voluntary and well-informed decisions regarding their participation. This study used rigorous measures to guarantee absolute confidentiality and anonymity in both data collection and presentation, thereby safeguarding the privacy of the participants' data. There was no requirement for any type of student identification for the questionnaire. Moreover, the blog activities and analysis of blog publication did not need the use of individual student identities.

The findings were organized into three sections: students' engagement patterns on educational blogs, the impact of blog-based learning activities on students' learning, and the challenges associated with using educational blogs.

5.1 Nature of students' interaction in educational blogging

By converting each content posts and comments into distinct and significant components, a total of 100 meaningful units of units were found. In this specific study, the researchers reached a consensus on 90 out of 100 units, indicating a significant degree of interrater reliability. The results obtained by the researchers reveal a strong correlation across all sets of results, indicating a high level of interrater reliability for the test. Subsequently, after resolving the disagreements through a consensus, meaningful units were categorized in Table 2 according to the 13 indicators of the CoI model.

Table 2 . Blog's Community of Inquiry.

In Table 2 , the analysis of dissimilar proportions among three key presence factors—cognitive, social, and teaching—revealed significant variations. Cognitive presence dominated with 71%, surpassing both social presence (17%) and teaching presence (12%). The feeling of belonging enhanced social presence as individuals had a sense of connection to a collective with common interests and objectives. Within the cognitive domain, the aspect of exploration was prominent, accounting for 43% of the overall presence. Analyzing social presence revealed a fair distribution within this group. Teaching presence referred to a focus on the design and organization aspect, which accounts for 8% of this group. The comprehensive analysis of each category of presence offered a nuanced comprehension of the diverse factors influencing the CoI.

5.2 Blog-based learning activities to contribute and facilitate the way of students' learning

The following sections have highlighted students' responses regarding the blog-based experience.

5.2.1 Influencing factors of blogging experience in terms of perceived learning, community of practice and collaborative learning

The quantitative findings were categorized into perceived learning, community of practice, and collaborative learning and presented in the following sections:

• Perceived learning

It was revealed that students usually hold a favorable impression of using blogs for learning, exhibiting a strong consensus on statements pertaining to enjoyment, knowledge dissemination, and the efficacy of learning ( Table 3 ).

Table 3 . Perceived learning of blogs ( N = 65).

As given in Table 3 , 84.6% of students reported positive attitudes toward using blogs for educational purposes, with a mean score of 3.97 indicating a moderately positive perception and a low level of variability with a standard deviation of 0.59. Similarly, 81.5% of students derived enjoyment from reading and acquiring knowledge from publications on the blog. A significant majority (89.1%) hold the belief that blog conversations are beneficial for exchanging information and expertise with peers. However, a variation in the reactions to accessing the blog more than required was observed, with a significant number of students expressing a neutral position. The average score (M = 2.97) indicated a neutral-to-slightly negative sentiment, and there is a significant range of responses (SD = 0.98). In addition, 89.1% of students strongly asserted that using the blog has facilitated their learning, demonstrating a constant and favorable influence on their educational experience.

• Community of practice

Table 4 illustrated that students perceived positive perceptions of the impact of blog posts on enhanced connectivity, heightened motivation, and greater interaction.

Table 4 . Blogs as a community of practice ( N = 65).

As given in Table 4 , approximately 70.3% of students reported feeling connected when using the blog, suggesting a favorable emotional attachment to the learning environment. The data indicated that a substantial number of students (75.4%) demonstrated a desire to engage with supplementary materials pertaining to the issues mentioned on the blog. This pointed out that the blog can serve as an effective catalyst for encouraging further investigation and study. Approximately 70.4% of students hold the belief that the blog has a role in enhancing the interaction, promoting a feeling of involvement and cooperation within the learning community.

• Collaborative learning

Table 5 demonstrated that the data suggest favorable perceptions regarding the influence of blog posts on the enhancement of skills and the promotion of collaborative learning.

Table 5 . Collaborative learning through blogs ( N = 65).

Approximately 79.7% of students concurred that publications (posts/comments) from peers have been beneficial in enhancing their abilities and knowledge. Likewise, a significant majority of students (75.1%) held the belief that blogging enhances collaborative learning among their peers. Nevertheless, opinions differed regarding the idea that collaborative learning is time-consuming; 36.7% of individuals agreed, while 31.3% remained neutral. The average score was somewhat negative (M = 3.05), and there was a considerable degree of heterogeneity in the replies (SD = 1.06).

• Scale statistics

It was found that students preferred blogs as beneficial for perceived learning use (M = 19.00, SD = 2.078) in comparison to community of practice (M = 11.29, SD = 1.670) and collaborative learning platform (M = 10.63, SD = 1.386). In aggregation, positive experiences were revealed to continue teaching-learning practices using blogs among students ( Table 6 ).

Table 6 . Scale statistics ( N = 65).

5.2.2 Impact of blogging activities on learning experience

The following sections emphasized students' perception of the impact that blog-based learning activities had on their learning experience.

• Flexibility

It was found that more than 75% of the students have mentioned that it is convenient as blogs are easy to access and flexible in timing based on their personal preference even in leisure. However, some of them were worried about the availability of the internet. According to Student 1 ,

“ I can access blog 24/7 anywhere.”

Approximately two-thirds of the students mentioned that blogs give them an opportunity to share learning resources and access different thoughts of a community as well as to develop understanding. Some other students' responses are mentioned below:

“ People learn from reading the comments of different respondents.” (Student 2)     “ Blog helps to develop understanding.” ( Student 3)     “ Blog helps us to know thought of others.” ( Student 4)

Few students mentioned that blogs were a new way of learning collectively and are very fun and interactive. According to Student 5 ,

“ I think it is new way of learning collectively.”

• Feedback

Around half of the students mentioned that they can express themselves through writing, and at the same time, the feedback helps them be motivated as well as accumulate self-confidence. A few of the students reported that they were able to learn many new things through using blogs. According to Student 6 ,

“ Blog makes us confident as it creates opportunities to learn new things.”

• Motivation

Students also demonstrated favorable attitudes toward emotions of connection, motivation for further reading, and apparent enhancement in engagement when using the blog ( Table 4 ).

• Virtual learning communities

Nearly half of the students concurred that blogs had the potential to foster the development of virtual learning communities, facilitating student connectivity, the exchange of experiences, and the provision of mutual support. According to Student 7 ,

“ Blog promotes discussion.”

• Empowerment

Some of the students expressed the view that blogging enables students to assert their thoughts, communicate their viewpoints, and participate in discussions, hence fostering a sense of ownership in their learning experience. According to Student 8 ,

“ As blogs have different people with different perspectives, and I have personally found many thought-provoking ideas in different blogs.”

• Access to resources

A number of students contended that blogs could function as a means for disseminating knowledge, references, and supplementary content, thereby offering benefits to students.

5.3 Challenges of using educational blog

While educational blogs offered numerous benefits, there were also challenges associated with their use in the context of developing countries such as Bangladesh. The subsequent sections delineated several obstacles reported by the students during their use of educational blogs in this study:

• Unfamiliarity of blog

Several students expressed a lack of proficiency in using blogs, which impedes their capacity to successfully explore and use instructional blogs. According to Student 9 ,

“ The problem is that blogs are still unfamiliar.”

• Limited internet access

The majority of the students reported that limited and unreliable access to the internet can hinder the students' ability to participate in blog-based activities. According to Student 10 ,

“ Blogging activity needs internet, and internet is not available everywhere.”

• Limited access to device

The study revealed that several students do not have personal devices such as laptops or smartphones, which presents a difficulty for their involvement in blog activities that require digital interaction. This has the potential to create a digital divide, which could impact the equity of educational opportunities.

• Decreased socialization

It was found that blog users sometimes absorb information alone, not actively participating in social interactions. Furthermore, a few students indicated that, unlike face-to-face contacts, blogs may lack personal connection, resulting in a decreased sense of socialization. According to Student 11 ,

“ It can reduce the tendency of reading the contents carefully and reduce in-person interactions with people.”

6 Discussion

This study has demonstrated that the integration of cognitive, social, and teaching presence is necessary for meaningful learning in online platforms. The results of this investigation are consistent with the conclusions of a prior study ( Fiock, 2020 ). In addition, this study has confirmed that cognitive presence is highly observed in blogging activities, which is similar to the findings of a previous research ( Liu et al., 2022 ). On the contrary, several studies ( Garrison, 2007 ; Galikyan and Admiraal, 2019 ) have found difficulties to move toward higher cognitive and inquiry levels in asynchronous online discussions. This study has confirmed that teaching presence is the least observed in blogging activities, which is similar to the findings of previous research ( Angelaina and Jimoyiannis, 2011 ), where they reported that teaching presence is anticipated to be less tangible in blogging activities while analyzing students' posts using the CoI framework, and it cannot be assumed that all students will actively engage with and read the instructor's posts.

In addition, the majority of the students affirmed that they enjoyed using blogs as a learning tool and have been facilitated through blogs to share knowledge and experience with peers. Furthermore, they added that the presence of conducive academic environments for collaborative learning has spurred their inclination to explore relevant supplementary resources. Similarly, Bener and Yildiz (2019) found blogs as a reflective platform where participants can actively deliberate their thoughts about the topics discussed in the blogs. Students have also uttered that blogging leads toward effective collaboration by creating opportunities for diverse perspectives, which reflects the research outcome of a previous study ( Zawilinski, 2012 ).

The current study indicated that blogs are not familiar enough to the students and that ~15% of them are not interested in posting publications. In addition, approximately one-third of the students were found inattentive to take the maximum advantages of collaboration and feedback due to a lack of technological competency. However, Amichai-Hamburger et al. (2016) noted that individuals who only engage in reading rather than not interested in participating in online discussion may still get the opportunity to learn through passive or indirect participation. In addition, this study revealed that students need clear guidelines, argumentative posts, and constant feedback to optimize learning outcomes in the blogging environment. Similar issues have been mentioned by other research also ( Hansen, 2016 ). This study has revealed that providing constructive feedback can effectively steer students toward enhancing their level of engagement and the quality of their contributions. Additionally, Pifarré et al. (2014) used an exploratory sequential multi-method approach to investigate a blogging project in a secondary class and found that collaborative learning as well as a sense of community were important factors in predicting perceived learning in an online setting. The results of their research align with the results of this study. Hence, it is evident that a supportive community can inspire students to actively participate in the blogging environment and have a sense of belonging. Furthermore, one-third of the students worried about the unfamiliarity and technical difficulties of using blogs. It is to be noted here that this research did not provide any training on blogging. Farmer et al. (2008) emphasized conducting a fully scaffold lab session for ensuring enhanced accessibility as well as providing adequate technical support.

7 Recommendations

This study suggests the following recommendations to leverage students' engagement as well as to enhance learning outcomes through blogging activities:

• Establishing monitoring system: It is recommended to establish a monitoring system to detect the students who may be encountering difficulties with technology or experiencing a lack of involvement.

• Offering training, guidelines, and mentorship: It is imperative to establish comprehensive training programs that focus on technical competency for students, aiming to improve their proficiency in using online platforms. Explicit guidelines or online modules might aid students in comprehending the specific requirements, minimizing ambiguity, and augmenting their capacity to engage actively. Furthermore, offering supplementary aid through individualized guidance, peer mentorship, or supplementary materials can assist these students in surmounting barriers and engaging effectively.

• Fostering open communication: It is suggested to foster a positive environment that encourages students to freely voice their viewpoints, inquire, and engage with their peers, which can serve as a beneficial stimulus to promote active participation.

• Accommodating diverse learning preference: It recommended to focus on designing learning activities that accommodate different diverse learning preferences of the students, guaranteeing that both engaged and unengaged participants can benefit from the blogging platform.

• Redesigning curriculum: It is recommended to synchronize the use of educational blogs with the formal curriculum, guaranteeing that blog activities supplement and improve conventional teaching techniques.

• Redesigning assessment process: It is recommended to establish explicit assessment methods for blog-related tasks, ensuring they are in line with the goals of the course. This study suggests the design of collaborative projects that leverage the interactive features of blogs. Assignments that require group discussions, collaborative projects, or peer evaluations on the blogging platform can enhance collaborative learning and offer exposure to a wide range of ideas.

• Creating awareness: As a social media tool, blogs are still underrated and underutilized, so awareness needs to be created focusing on the impact of blogs to enhance teaching and learning practices.

8 Conclusion

Despite that most of the students were unfamiliar with using blogs, they showed enhanced enthusiasm to participate in the blog activities to boost online learning through posting content and resources, discussing ideas, making queries, and so on. Students' participation in educational blogging practices is characterized by asynchronous collaboration, information exchange, reflection, and constructive feedback. Engaging in a wider dialogue and receiving feedback frequently result in a stronger sense of personal responsibility for one's own learning. Using a blended learning philosophy, well-designed blogs can encompass the students' learning arena beyond the classroom boundaries by combining different approaches to learning. Overall, the findings of this study indicate that blogs are perceived by students as an effective collaborative learning tool. Hence, stakeholders and curriculum developers may emphasize aligning this tool with the existing curriculum to maximize and leverage the potential benefits of blogging. The small sample size and exploratory nature of the study are the major limitations of this study. Further research may be conducted to assess student perception with a larger study group to get a detailed idea about how blogs andragogically or pedagogically can be used to support the creation of a CoI framework that could lead to meaningful and collaborative learning.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

Ethical approval was not required for the study involving human participants in accordance with the local legislation and institutional requirements. Written informed consent was obtained from the individuals for participation in the study and for the publication of any potentially identifiable images or data included in this article.

Author contributions

SC: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Resources, Software, Visualization, Writing – original draft, Writing – review & editing. MS: Conceptualization, Methodology, Project administration, Supervision, Validation, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: web 2.0, Community of Inquiry (CoI), blog, collaborative learning, learning outcome

Citation: Chowdhury SA and Siddique MNA (2024) Developing a Community of Inquiry using an educational blog in higher education from the perspective of Bangladesh. Front. Educ. 9:1302434. doi: 10.3389/feduc.2024.1302434

Received: 26 September 2023; Accepted: 25 March 2024; Published: 09 April 2024.

Reviewed by:

Copyright © 2024 Chowdhury and Siddique. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Sabbir Ahmed Chowdhury, sabbir.ahmed@du.ac.bd

This article is part of the Research Topic

Psychological Transformation in Technology-Enhanced Learning Environments (TELEs): Focus on Teachers and Learners

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UG Coursework Unit

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Faculty & college.

Faculty of Science and Engineering

Pre-requisites

HLTH1004 - The Reflective Learner and Health Science Scholar

Unit description

This unit develops awareness of the foundation principles of professionalism, communication, cultural perspectives, critical thinking, self assessment, and reflection in the context of veterinary practice. Students will be supported to develop personal and professional skills, with the opportunity to address problems or issues in common veterinary scenarios, from a range of perspectives.

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2025 unit offering information will be available in November 2024

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes . The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

apply knowledge of the general principles, terminology, equipment, and team roles that form the foundation of veterinary practice

apply a range of effective communication strategies for veterinary teamwork while utilizing veterinary medical terminology accurately and appropriately

apply knowledge of basic communication skills to effectively demonstrate competence in history taking and the establishment of a veterinary-client relationship

apply critical thinking skills and reflective practice to address issues or problems in common veterinary scenarios considering a diverse range of cultural perspectives.

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Bachelor of veterinary technology (2025), any questions we'd love to help.