Computer-supported reflective learning: how apps can foster reflection at work. Issue 2 (1st February 2020)

• Record Type: Journal Article
• Authors: Renner, Bettina; Wesiak, Gudrun; Pammer-Schindler, Viktoria; Prilla, Michael; Müller, Lars; Morosini, Dalia; Mora, Simone; Faltin, Nils; Cress, Ulrike
• Is Part Of: Behaviour & information technology. Volume 39:Issue 2(2020)
• Page Start: 167
• Page End: 187
• Publication Date: 2020-02-01
• Subjects: Computer applications -- workplace learning -- learning environments -- learning technologies -- user psychology -- user generated learning content; Electronic data processing -- Periodicals; Human engineering -- Periodicals; Information technology -- Periodicals; 303.4833
• DOI: 10.1080/0144929X.2019.1595726
• Languages: English
• ISSNs: 0144-929X

Abstract

ABSTRACT: This paper discusses the potential of ICT to support reflective learning for professionals. We aggregated data collected in 20 field studies with 12 different applications, involving a total of 321 participants. The applications addressed individual reflection as well as collaborative reflection. Such a systematic analysis with different applications used across industry sectors and companies is unique in the current literature on computer-supported reflective learning in the workplace. Primarily, we assessed the reaction to reflection applications and their effectiveness regarding learning, behaviour change, and organisational impact. In addition, we investigated differences with respect to work experience. Results show that users had a positive reaction to the apps and perceived their use to be beneficial for their work by using them. In collaborative reflection an inexperienced employee can benefit from the experiences and perspectives of more experienced (co-)workers. In contrast, individual reflection was more profitable for more experienced workers. Notwithstanding the overall positive results, the actual implementation of reflection applications requires careful adaptation to the specific organisational and situational context, as well as introductory and accompanying measures to assure efficient and beneficial usage of the tools.