Reflection, Reflexivity and Reinforcement: Skillful Conversation for Online Facilitation

29th Annual Conference on Distance Teaching & Learning

Reflection, Reflexivity and Reinforcement: Skillful Conversation for Online Facilitation

April Flanagan

Associate Academic Faculty

University of Phoenix School of Advanced Studies

Background

The use of skillful conversation enriches learning and improves competencies for understanding and addressing the complex challenges of the 21st Century (Kofman, 2006). The understanding of reflection, reflexivity and reinforcement, through practice and modeling, enables facilitators to engage students in conversations that link theory to practice, as well as support their overall development as leaders in their careers and personal lives. It is easy for beginning or experienced teachers and facilitators to adopt a style of teaching without taking the benefit of periodic reflection and learning about their own thinking. The purpose of this paper is to support distance learning educators in their understandingof theories of reflection (Cunliffe, 2004), assumptions (Kofman), dialogue (Isaacs, 1999), double and triple loop learning (Kofman; Peschl, 2007; & Scharmer, 2009), and apply them in practical ways to skillful conversation and critical thinking in distance learning for themselves and their students.

Palmer (1998) refers to “critical moments” in teaching, those in which “a learning opportunity for students will open up, or shut down-depending, in part, on how the teacher handles it” (p. 145). When teachers understand and model the self-awareness and critical thinking they seek to encourage in their students, powerful reinforcement and alignment take place. For this reason, the theory and practice presented is designed for use for student and teacher alike, and is offered in three components: Reflection, Reflexivity, and Reinforcement.

Reflection

Malcolm Knowles (2002, para. 5), said “The ability to perceive one's self objectively and accept feedback about one's performance non-defensively” is key to lifelong learning. Although many online learning processes consist solely of the written word, it can be argued that the way students and facilitators “listen” to written comments is an important communications component. According to Isaacs (1999), “You can begin to listen by listening first to yourself and to your own reactions. Ask yourself, What do I feel here? Or How does this feel?” (p. 92). This process of tuning in to the listener’s thinking process is the first step to skillful conversation (Isaacs; Kofman, 2006).

It is therefore important for facilitators to create online classrooms that invite a spirit of openness and honesty, and signal from the beginning that self-reflection is a critical component of learning. This can be done in many ways, including inquiry about the underpinning evidence for thoughts, feelings, assumptions and beliefs. In response to a statement that is not clearly evidence or research-based, one can ask “what did you see or hear that caused you to conclude that this is the case?” Daily journals or weekly reflection assignments can include reflection on what was surprising, disturbing, exciting or confusing. By making these assumptions and emotions explicit, reflection can be used to uncover hidden assumptions that limit critical thinking and conversation (Kofman, 2006).

Reflexivity

According to Cunliffe (2004), “Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others;” it is important in understanding how one creates reality and identity, so that opportunities for better collaboration and quality of action can be taken (p. 1). It is easy to assume that everyone thinks the same way but this is not the case; acting on this belief can lead to dysfunctional conversations and behavior (Kofman, 2006). It takes what Kofman terms ontological humility, “the acknowledgement that you do not have a special claim on reality or truth, that others have equally valid perspectives deserving respect and consideration” (p. 101), to hold the space for divergent opinions.For this reason, Cunliffe advocates the use of a process of reflex interaction, critically reflexive questioning and reflective analysis to understand how conscious thought is constructed by noticing and questioning words and actions.

Another way of practicing critical reflexivity is to examine one’s thinking by applying the theories of single, double and triple-loop thinking (Argyris & Schön, 1978; Isaacs, 1999; Peschel, 2007). Single-loop learning is reactive, with little thought to the thinking involved, whereas double-loop learning occurs when underlying assumptions and structures are detected and action is based on those assumptions (Argyris & Schön, p. 3). Double-loop learning is focused on effectiveness through understanding assumptions; triple-loop learning goes beyond that to question the organizational or belief system in which learning occurs (Issacs, 1993). The framework is questioned trough triple-loop learning, allowing thinking to move from a reflective level about the phenomenon involved to an existential level of why it exists in the first place, and whether or not that existence is beneficial to the results that are sought (Peschl). Both double and triple-loop learning enable the identification of alternative opportunities and more sustainable results (Senge, Kleiner, Roberts, Ross, & Smith, 1994).

In the online classroom, skillful inquiry can be used in class discussions to invite students to think individually about their thinking and notice how it affects their comments. For example, “I see that you have negative perception of performance appraisal. Please offer more information on your evidence for this belief and what might cause you to change it.” Similarly, noticing patterns in class conversation can highlight group assumptions and encourage alternative perspectives. For example, in a discussion about conflict in the workplace, the facilitator might ask, “I notice that most of you believe conflict should be avoided or minimized; does anyone have an example of when extended conflict could be useful?”

An understanding of single, double and triple-loop learning is important for facilitators seeking to identify limited thinking and invite a higher-level of critical thinking. This can be done by probing assumptions, requesting evidence (or noting the lack thereof), initiating assignments for alternative perspectives and inviting the sharing of divergent experiences, especially from different professions and/or sectors. For example, if a business case study is being discussed, a triple-loop question might be to ask “How might the approach to this type of problem differ in health care or education? Could that work in business? What would need to change for it to work in the business sector?”

Reinforcement

According to Senge et al. (1994), “The first task of a coach is to model, with your own behavior, the increased personal capacity that develops when you accept and generate creative tension,” which is the gap between the current reality and vision for the future (pp. 195-197). The same can be said of teaching. Part of online facilitation is coaching students to learn how to learn; increasing that capacity in learners requires that facilitators model what they are teaching, thereby reinforcing the learning process and objectives. If students are asked to maintain a specific word count for online posts and support them with references, then facilitators should follow the same requirements to be authentic and visible in their actualization of how those requirements might appear.

It is powerful for facilitators to demonstrate the critical thinking, skillful conversation, reflection and reflexivity that they expect from their students. In order to do this, of course, facilitators must be open to personal learning and work on their own self-awareness and personal mastery (Senge et al., 1994). Scharmer (2009) argued that this self-mastery requires an open mind (fresh eyes), open heart (empathetic listening) and open will (letting go of the past and being present). A number of tools exist to support facilitators in understanding unconscious assumptions, beliefs and emotions that can interfere with authentic teaching. These include reflection and journaling, as well as the Ladder of Inference and Left Hand Column Exercise (Senge et al.).

Conclusion

Reflection, Reflexivity and Reinforcement are powerful processes to support critical thinking and skillful conversation in online students and faculty alike. They all begin with taking time to notice thoughts and feelings, so that learning can take place regarding the underpinning and often unconscious drivers of words and actions. If one is triggered by the words of another, it is important to understand why, instead of simply reacting and creating an escalation dynamic in the classroom.

How to communicate effectively is part of student learning in online education. Learning how to intervene when communications are ineffective, limited or inappropriate is part of online facilitation. Moreover, distance learning facilitators, like all educators, need to recognize the part that their own words and actions play in the overall student learning process. The understanding and practice of tools and techniques for reflection, reflexivity and reinforcement will improve the quality of skillful conversation in online learning, for student and facilitator alike.

References

Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Reading, MA: Addison-Wesley.

Cunliffe, A. L. (2004, August). On becoming a critically reflexive practitioner. Journal ofManagement Education, 28(4), 407-426.

Isaacs, W. N. (1993 ). Taking flight: Dialogue, collective thinking and organizational learning.Retrieved from:

Isaacs, W. N. (1999). Dialogue and the art of thinking together. New York, NY: Currency.

Knowles, M. (2002). Lifelong learning: A dream. In D. Dickinson (Ed.), Creating the future.Retrieved from:

Kofman, F. (2006). Conscious business: How to build value through values. Boulder, CO:Sounds True.

Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. SanFrancisco, CA: Jossey-Bass.

Peschl, M. F. (2007). Triple-loop learning as foundation for profound change, individualcultivation, and radical innovation. Retrieved from:

Scharmer, C. O. (2009). Theory U: Leading from the future as it emerges. San Francisco, CA:Berrett-Koehler.

Senge, P. M., Kleiner, A., Roberts, C., Ross, R. B., & Smith, B. J. (1994). The fifth disciplinefieldbook: Stategies and tools for building a learning organization. New York, NY:Doubleday.

About the Presenter

April Flanagan is an associate faculty member of the University ofPhoenix Online School of Advanced Studies. She facilitates online courses and residencies in leadership and researchand chairs doctoral committees. April has been with UOPX since 2005. Prior to that, she served for twenty years as a human resources executive for Philips Electronics before opening her own consulting company in leadership development and coaching. April earned a BA in English from Rutgers University, an MA in Personnel Psychology from Fairleigh Dickinson University and an EdD in Educational Leadership from Eastern Michigan University.

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