Computer supported collaborative learning and critical reflection: A case study of fashion consumerism

Abstract

Computer-supported collaborative learning (CSCL) is believed to be a powerful pedagogical process to equip students with critical reflection to be more sensitive to cultural diversity, stereotypes, and multiple perspectives. The elements of collaborative learning are drawn from research findings and result in a new model to be implemented for learners using Blackboard as avenue for on-line self-reflection and on-going peer critical debate. Participants are students enrolled in a Bachelor of Education program in the field of Home Economics and assigned to group projects. Students are required to undertake a critical analysis of fashion advertisements with reflective ejournals and a reflective paper to question taken-for-granted assumptions. This paper begins with a literature review on critical reflection which demonstrates the problematic nature of defining and researching reflective concepts and techniques, as well as the very wide range of meanings assigned to terms associated with reflection. Next is an outline of the pedagogical design that creates CSCL opportunities and experiences to promote critical reflection in learners. It then highlights students’ reflections on how the created peer support system promotes their critical reflective capabilities. Finally, good practices of fostering collaborative reflection are shared that may be adapted in different contexts apart from the teacher education sector.