The impact of reflective thinking activities in e-learning: A critical review of the empirical research

Abstract

The purpose of this study is to reveal the impact of e-learning environments supported with reflective thinking activities on students' academic success, social presence perception and on their motivation. Experimental design with pretest-posttest control group was used in the study. Three different learning environment were compared within the scope of the study. Students in Study Group I completed the experimental process using the podcasts supported with reflective thinking activities whilst students in Study Group II completed the process using podcasts which were not supported with reflective thinking activities and students in Study Group III completed the experimental process using web based videos. The study was carried out for 6 weeks on 103 students studying in a distance education programme of a university. Both qualitative and quantitative data collection techniques were used; and the data was collected using achievement test, social presence perception scale, Instructional Materials Motivation Survey and student opinion identification form. The results of the study revealed that use of podcasts supported with reflective activities were more efficient in ensuring post-test success and motivation, compared to others. In terms of social presence perception, on the other hand, there was no significant difference between study groups. Based on the results of qualitative data analysis, recommendations were made on how to use reflective thinking activities in e-learning environment designs and on how to utilize podcast technology. (C) 2016 Elsevier Ltd. All rights reserved.