The online environment seemed to promote reflective behavior among students.

In fact, before the use of the meta-categories, the topic of reflection was too large and encompassing. It helped to discriminate among the kinds of reflection by purpose – the intent and direction of the reflection. For example, if a student was reflecting on their own practice as an elementary teacher attempting to integrate technology into the classroom, the purpose is to "voice" their reflections on that topic and share the content with their peers as professionals, as a community of practitioners. The following is an example from the course. This student shared ideas about her first grade teaching position:

I want to do a webquest using some of the skills from the SOL's (I am only using the SOL's as a jumping off point) that incorporates reading and writing. It will be for first grade children. One of my objectives will be for children to use the computer to actually do the writing. I am hoping to find creative ways for children to write to someone. Perhaps by e-mail to a parent, an author, a friend, or the teacher. I also would like children to learn to use one or two sites on the internet and to possibly post a drawing, a creative writing story or something such as that on the website.

[Then she adds] If anyone has any suggestions about good sites suitable for young children I am open for suggestions…I really would like some new stuff.

Personal Reflection

 The students reflected in the role of a learner. The topic of learning was obviously ubiquitous since it was a course, it was a course on Web-based learning, and these students were teachers. They reflected frequently on their own learning style and learning preferences. One student stated:

I have also found that I have to eliminate my procrastination excuses before delving into my work (mostly cleaning the house - which I don't necessarily enjoy, but suddenly I feel a need to complete when I have half a book or a paper due)…

Here is another example of self-reflection on own learning style and preferences:

[Name], I too am a very visual person - I assume that's why I became involved in social sciences (counseling, etc.) While I appreciate written words (- indeed I seem to have no problem verbally communicating - except knowing when to stop!), I glean so very much more from expressions, etc. Tone of voice and eye contact are two of my favorite "listening" tools and I miss them.

Most of the students made reference to these topics, learning style and learning preferences, more specifically as it pertained to this particular online experience.

One student joined in a discussion on how people were responding to this new learning environment at the start of the semester:

…I for one am really enjoying this feeling of independence! I really like learning by figuring things out on my own and sometimes I tend to ask other people for the answer too quickly. This forum will be great for encouraging independent learning.

The students reflected frequently as an individual throughout the semester as the course unfolded. The students speculated as to how their learning style and preferences were adapting to the online experience (Ridley et al., 1992). Many used these reflections to evaluate themselves and the course. Sometimes they just self-reflected, and other times they directed it toward the group. Here are examples of these observations from four students:

• I guess what I am trying to say is that I am confused and overwhelmed, too, but I know it will work out as long as we keep trying and help each other.
• I have to admit that I don't really feel very "isolated" in this class. Rather, I am amazed that through this thing called technology I can communicate and actually take a college course with people that (theoretically) I never see face to face. I'm someone who enjoys participating on listservs and such. I think it's a great way to "meet" people and get input from people that you probably would never have spoken to otherwise. I am thankful that I can take a course without having to block out three hours a week to meet in person.
• I do not really enjoy the lack of information and explanation that this web based learning brings about. Too often I'll wait and see what classmates are completing for projects before I fully understand what may be asked by our instructors.
• With this form of learning I don't feel the eyes of a "million" people on me. I am able to take my time, to compose my thoughts in an organized manner and, hopefully, express myself in a meaningful manner. Assignment timelines and deadlines, requirements and expectations are at my fingertips so I am not trying to keep up with printed sheets of paper (that if lost could cause a great deal of anxiety!)

Class resources/materials are also available at the touch of a key, which is a very nice convenience. I have found that there is just less "clutter" with this class. Kinda hard to explain but there's just not so much to gather up/find when I sit down to work on one of the WBL assignments. With other class' assignments I need to find my textbooks, notes, syllabus/assignment sheets, paper, writing tools, etc., as well as a quiet place to set up shop but yet still be near the computer. Sometimes it's just easier to put it off.

I would say, overall, that I have enjoyed this new form of education and would willingly participate in another WBL class again.

This reflective behavior on a personal level helped to build a community, as sharing thoughts at this level seemed to help bond them together (Rogoff, 1994). Their levels of friendliness and openness increased as the course proceeded. It also made the speakers and the listeners more aware of issues that concern individuals, such as: (a) diversity of learner characteristics; (b) diversity of personal characteristics relative to a fairly otherwise academically homogeneous group (i.e., cohort of M.Ed. students and all educators in local public school system); and, (c) access to personal thoughts that stimulated other emotions like empathy and peer encouragement.

These two students' reflections, which comment on the online course, demonstrate some of the above points:

• Let me join in and say I am feeling overwhelmed. I don't have children but I do have a very cute cat [people were referring to having all this coursework and a family to tend to…]. I am concerned about not knowing when things are due, what things are due and not knowing where I am supposed to put them. Another concern is all the work I will have to do independently.
• I like one on one or group with teacher, face to face. I guess the phrase, "It is hard to teach old dogs new tricks" fits well here. Another thing is the comment from [instructor] about posting more clarification in another area. I don't like this jumping around. I feel like I am wasting time. I was feeling real good about keeping up with my assignments this past week and this week. That is until today. Then I see all this stuff in different areas about elaborating more on ideas. Whew!! The anxiety is starting! I feel the indigestion coming on. I think I would rather be cleaning up the kitchen from dinner instead of [husband's name] doing it. Maybe I could get him to switch places with me and he could write my responses!?!

Also, they shared reflective thoughts on many personal aspects of their general characteristics. They often integrated it with comments on learning and this online course. Many students pondered over their personal philosophy across various subjects, and were open in sharing personal feelings and emotions. Some responses tied a lot of these together, as the comments below:

• I dislike reading on-line. I was and still am one of those closet readers, I will stay up all night to read if I can, but I need the tactile feelings from turning the pages, feeling the paper and the smell of the book.  I just don't get the same thing from the computer screen and my eyes get really tired.  
• Computer conferencing has its merits, it is great for distance ed, and as a method to use to get people together when funds are limited.  But I just don't think it can or should replace face to face interactions. 
• How can you really judge or evaluate a conversation when you can't see or hear the person you are conversing with?  If you are only exchanging information the computer conference works well, but if you are trying to persuade or convince an audience, this format just doesn't do it.  I just don't get the same sense of urgency or importance from items I read that are posted in response boxes.  

As members of the online learning community, they often reflected on someone else's academic work or ideas in an evaluative manner. Here are two examples:

• [Student name], your site is totally impressive! I loved the cannon music at the end and the beautiful dedication! You have done an excellent job. If I had a child I think they would love to be in your classroom! One more thing done!!! Congratulations!
• I noticed that everyone is getting more comfortable with trying things that they haven't done before. Our [small] group seemed to have a feel for trouble shooting on their own since we asked few questions in the discussion group and yet added more detail to their sites than previous websites.

Also, there were reflective comments about the students' "group experience" in this course. This took many forms from simple pondering to actual cheerleading and the use of metaphors to describe the group experience. Here is an example of supportive, social reflection:

Nice to know I am not alone in my feelings either -- remember everyone - we always feel overwhelmed when we first see our course requirements, etc... and we do have each other!

At the end of the course, this next student reflected on the group's progress:

When I reflect back when this course started, I remember looking at [name]'s smiley face in the corner of his message and thinking how neat that was. And wondered how in the world he had accomplished it. It is obvious that we all now know how he did it and are enjoying using our knowledge.

Professional Reflection

In that the course was about Web-based learning, there was considerable reflection by the students about utilizing this particular technology for their own situation as educators (Lave & Wenger, 1991). Though most spoke about their own particular situation, many talked in generalities about their school, their county system, and even a larger picture, like "K-12." The following are examples of those topics. Note that the "talk" is not casual and sloppy, but articulate and thoughtful. Here are five examples:

• I think computer conferencing would be interesting to explore as a component of a K-12 class, for example an on-line writers' group or math tutorial, or foreign language "chat room"; and it is a great idea to invite expert guests. Some of the strategies that teachers use in the classroom to promote interaction like questioning, problem-solving in small groups, peer teaching, could be structured to function in the on-line classroom.
• Motivated students would be able to adapt to this type of class but what about the rest of our student population? I think that, at least at my level, High School, my honors students would be able to hand part of their class online. But, they would still need lots of teacher/student and student/student personal interaction.
• I am concerned about 2 issues with this kind of educational strategy. (1) My students sometimes have trouble with partners and other group interaction. They really have to be taught how to be good participants in a discussion. Hopefully they would be able to learn to manage their time so that they could stay on task and complete assignments. (2) I am also concerned about the amount of material that a conference type class presents.
• I don't feel K-12 students will have the maturity to be successful in an online collaborative environment because of the self-direction it requires. The dialogue will have to be very interesting to keep them engaged for long, especially for the many with short attention spans. Within the classroom, teacher direction can serve to stimulate the environment by the interjection of ideas when the discussion lulls or veers too far off course. A great deal of guidance will be needed for younger students to be successful in computer conferencing environments where they must take responsibility for their own learning. Also, assessment will be more difficult. Face to face you can often just tell "they got it!".
• I'm still not sure that the kids I work with would benefit with this type of learning. I think that using web-based learning in the classroom is a definite enhancement to curricular areas, but I have a hard time understanding how any K-12 teacher could "teach" using this approach. Maybe I am just more of a traditionalist.

Much reflective talk centered around problems and concerns, as well as the benefits, in reference to technology-mediated education, such as CMC or Web-based computer conferencing, and simply about instructional technology in general. Here is an example that typifies this type of reflection (in length, tone, and topics):

I'm trying to stress to the teachers that technology is not a separate subject but a tool to use to teach what we have to teach in order to meet the SOL's etc. I really related to the technical area for successful online instruction where the instructor must first become comfortable and proficient w/ tech. But I especially liked how the author stated that "The ultimate technical goal for the instructor is to make the technology transparent. When this is done, the learner may concentrate on the academic task at hand."

Think about when students started to use pencils with erasers instead of chalk, think about when calculators were introduced into the classroom instead of using sliderules, pencil and paper, etc. The computer and everything that encompasses it is a tool to hopefully, make our lives easier and make learning more meaningful. I feel that we all need to accept technology but we all have different levels of comfort.

 Many of these educators engaged in reflection that took the form of value judgements. That is, they reflected over the pros and cons of issues with which their county or school or department were struggling (e.g., censorship on Internet, or even having classrooms with Internet access). Here are two examples:

• Years ago, some people feared the TV would take over the role of the teacher, now some fear it is the computer who could be the culprit. However, the more we learn about both, the more exciting they become as tools we have as teachers to bring the world into our classrooms.
• It seems to be a bit foolish to think that the web can offer all things to all people at all times. How do we use all our new computer potentials in the little time that we now have?

In summary, reflection was an integral part of the course from start to finish. It seemed to come naturally to the students. As stated in the literature, it is an important part of constructivist learning (Jonassen et al., 1995). There is no doubt that this environment supported reflective behavior, and it appears that it may have actually stimulated it.