Understanding reflection
Critical self-reflection is thought to play an important role in facilitating student transitions
(Brockbank and McGill 2007) and is closely linked with the development of higher-order
thinking skills (Fisher, 2003). Different terms have been used to interpret the concept,
including 'self-monitoring', 'self-regulation', 'reflection-in-action' and many others which are
used interchangeably (Rogers, 2001). Critical self-reflection refers to becoming aware of our
presuppositions and challenging our established patterns of thinking (Jarvis et al 2003;
Mezirow, 1990).
Reflection
The literature suggests that the roots of the term reflection can be traced back to John
Dewey (1933-93) and Donald Schön (1983, 1987 and 1991). Dewey (1933-93, page 9)
defines reflection as action based on 'the active, persistent and careful consideration of any
belief or supposed form of knowledge in the light of the grounds that support it'. Similarly,
Schön (1983) interprets reflection as a process in which a person tries to deal with and make
sense of 'some puzzling or troubling or interesting phenomenon' while simultaneously
reflecting on 'The understandings which have been implicit in his action, understandings
which he surfaces, criticises, restructures, and embodies in further action' (page 50).
According to this definition, a reflective student is one who examines his/her practices,
comes up with some ideas as how to improve his/her performance and puts these ideas into
practice. Schön (1983) refers to this cycle as appreciation, action, and re-appreciation.
Moreover, there are two types of reflection: 'reflection in action' and 'reflection on action'.
Reflection in action takes place while we are involved in a situation, during which we
become aware of what we are thinking, feeling, and doing. In contrast, reflection on action
involves a stepping back from the situation, meaning that it takes place some time after the
situation has occurred. Thus, the latter of the two can be the more challenging and time-
consuming type of reflection (Schön, 1983). Whatever the type of reflection, the outcomes
of the reflection process can be a new understanding of the situation at hand, an awareness
of how emotions are involved in the situation, some form of action, and the recognition that
further exploration and learning are needed (Mann et al 2009; Moon 2005).
Critical self-reflection
Critical self-reflection refers to the process of questioning one's own assumption,
presuppositions, and meaning perspectives (Mezirow, 2006). Since transitions involves
navigating changes where a person moves from one stage to another, critical self-reflection
may be an important skills for facilitating transitions by allowing individuals to reassess or
alter existing life structures (Bee 2000, page 434). According to Stein (2000), critical self-
reflection is different from other types of reflection since this involves individuals having not
only an understanding of the assumptions that govern their actions, but questioning their
meaning and developing alternative ways of acting. In the context of student transitions,
critical self-reflection represents a way in which learners step back from their learning
experience and engage in deeper and more meaningful learning (Moon 1999). Reflecting
critically on the impact and origin of one's own assumptions, positioning, feelings, and
behaviour all represent the first steps in this process (Finlay 2008).
Learning journals/ diaries
Learning journals/ diaries are written records, which students create as they think about the
concepts they have learned, the critical incidents involved in their learning and the
interactions they have had with other students or tutors (Thorpe 2004). According to
Luidens (1997, page 141), ‘writing is a manifestation of thinking', and because students need
to manipulate and transform their knowledge before they can present it in a written form,
learning journals are suggested to have the ability to facilitate new understandings (Yinger
et al 1981). In addition, reflective journal writing can also enable students to critically review
the processes of their own learning and behaviours, and to change their learning strategies
as and when needed (Gleaves et al 2008). The literature reports a positive association
between journal keeping and learners' cognitive skills (McCrindle and Cristensen 1995;
Stephien et al 1998). For example, in a study by McCrindle and Christensen (1995), forty
undergraduates in a first-year biology course were randomly assigned to a learning journal
(experimental) group or a control group. The results showed that students in the
experimental group used more cognitive strategies during a learning task compared to
those in the control group. In addition, students who kept learning journals showed more
sophisticated conceptions of learning and greater awareness of cognitive strategies. They
also performed significantly better on the final examination for the course
compared to students who had not used learning journals.