Analysing modes of reflection in experiential learning: a sociocultural perspective on student peer editing

The professional practice of reflection-in-action has antecedents in the reflective learning of university students, especially after the recent growth in experiential learning (EL) approaches in higher education. In this study, mixed research methods are used with a carefully chosen four-level framework to reveal different modes and patterns of reflection in students’ exploratory talk. Groups of online foundational English language students were video-recorded as they worked independently and collaboratively to peer edit each other’s academic writing. The originality of this research lies in its focus on spoken reflection-in-action and the use of a reflective learning framework as a tool for analysis. Discourse segments were systematically identified and coded for topic and depth (or “mode of reflection”). Viewed from a sociocultural perspective, these segments provide a picture of exploratory talk as “social thinking”. Concrete experience and active experimentation were the most recurrent modes of reflection, while transitions to or from active experimentation were the predominant moves in the students’ discourse. These findings are entirely consistent with the role of reflection in EL theory. Overall, this research demonstrates that reflection-in-action can be successfully captured through recorded spoken interaction and analysed in appropriate depth using categories of reflection drawn from EL theory.