#10

Reflecting upon what you have learned or have not learned is a very important role in an educational setting and also in a professional environment. Joyes in Sinclair and McGrath (2008) stated that, “Reflection was seen as an issue at two levels: not only that of the target learners but also that of the e-tutors themselves” (p. 53). Conrad and Donaldson (2004) explained that through reflections instructors are able to see if their teaching methods or techniques are working. The learners are also able to reflect on what exactly they have learned and how it related to the course (Conrad, & Donaldson, 2004).
The instructors can then take the information from the reflections from their learners and improve the course for the next group of learners (Conrad, & Donaldson, 2004). Yu and Brandenburg (2006) explained that feedback from learners can be collected through (a) daily journals, (b) e-mails, and (c) at the end of the class. If the instructors solicit reflections after each lesson from the learners, then the instructors when have a chance to improve if needed before they continue to teach the current course. Mentkowski and Associates (2000) stated, “Where we can find the connections between our operational assumptions and our behaviors, decisions, and plans; where we can construct our identities and integrate different frameworks of practice” (p. 265).
Instructors that teach e-learning have to rely greatly on reflections that have been completed by the learners. These reflections reveal to the instructors everything the learners may have questions about or material that the learner completely did not understand. If the learners did not complete reflections, the only way the instructor will know if problems existed is when the assignments has been graded or if the learner contacts them directly and let them know.
When instructors are instructing in a face-to-face environment, they are able to take advantage of nonverbal cues that the learners may display. Through the nonverbal cues the instructors are able to see if the learners are looking puzzled as if they really do not understand the concept that the instructor is teaching. The instructor will be able to stop and try to clarify any questions or concerns at that time.
Instructors can welcome feedback from their learners. The instructors need to highly encourage it and explain to the learners that their feedback will assist them in future courses. Instructors can use reflection as a type of “ticket out the door” for the learners. Utilizing reflections are also another form of review for the learners. The learners are required to think about all the goals and objectives and compare them to what they learned.
Palloff and Pratt (1999) explained that when learners are working in collaborative groups the reflection process changes a little. Palloff and Pratt explained that the reflection is not only on the other learners and stated, “The learning process, then, involves self-reflection on the knowledge acquired about the course, about how learning occurs electronically, about the technology itself, and about how the user has been transformed by their new-found relationships with the machine” (p. 62).
In conclusion, reflections not only help the instructors, but also help the learners as well. Reflections help the learners to work on their critical thinking skills. Reflections are very important in an educational setting especially an online educational setting.

References
Conrad, M & Donaldson, J. A. (2004). Engaging the online learner:
Activities and resources for creative instruction. San Francisco,
CA: John Wiley & Sons, Inc.
Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating
learning,development, and performance in college and beyond. San
Francisco: Jossey-Bass.
Palloff, R., & Pratt, K. (1999). Building learning communities in
cyberspace: Effective strategies for the online classroom. San
Francisco, CA: Jossey-Bass.
Sinclair, B., & McGrath, I. (2008). Training e-tutors to support
reflection in online learners. Malaysian Journal of Distance
Education, 10(2), 51-68.
Yu, C., & Brandenburg, T. (2006). I would have had more success if…: The
reflections and tribulations of a first-time online instructor.
Journal of Technology Studies, 32(1), 43-52.