Scaffolding Critical Reflection in Online Discussions

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Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online (2009, background): “…develop higher levels of critical thinking, and realize other educationally-worthwhile learning outcomes (e.g., reduced procrastination, improved persistence, and overall satisfaction with online learning; Christopher, Thomas, & Tallent-Runnels, 2004; Liuet al., 2005; Sheaet al., 2005;Whipp, 2003).”
From Moodle to Facebook: Exploring students' motivation and experiences in online communities (2013, background): “Web-based discussions can contribute to the development of students’ reflective ability and critical thinking skills (Barnett-Queen, Blair, & Merrick, 2005; Burge, 1994; Chang, 2006; Whipp, 2003).”
Promoting teacher reflection: what is said to be done (2011, background): “…these reasons, reflection has become a key strategy in many professional development programmes (Clarke 2006; Crocco, Faitfull, and Schwarz 2004; Carrington and Saggers 2008); a number of guidelines and proposed models have been formulated to improve this teacher metacognitive ability (Whipp 2003).”