Exploring a Collaborative and Dialogue-based Reflective approach in an e-learning environment via the Community of Inquiry (CoI) Framework

Abstract

Reflective practice has long been the foundation of quality teacher education programmes. Nonetheless common practices of written reflection in teacher education programmes are typically individualistic in nature and carried out in isolation. To prepare teachers for today’s dynamic and shifting educational environment, the present study utilized the community of inquiry framework (CoI) conceptualized in exploring the affordances of an online collaborative and dialogue-based reflective practice approach between three teacher-educator mentors and sixteen pre-service ESL teachers during a twelve-week teaching practice phase in an institute of teacher education (ITE) in Malaysia. Two objectives framed this study: (1) to investigate the nature of the reflections posted online and the comments and replies exchanged through the “cognitive and social presences” and (2) to explore the roles and contributions of the teacher- educators as the “knowledgeable other” to the online discussions by applying the concept of the ‘teaching’ presence as outlined in the CoI framework. Findings gathered from the online reflections and the threaded discussions revealed that while most of the data were in accordance to the key indicators of the CoI, there were also shortcomings in terms of encouraging and enhancing student-teachers practices in a more critical manner. For critical reflection to take place, it is imperative to establish ‘trust’ amongst the community of inquiry so that genuine and constructive comments can take place.