Becoming a Reflective Practitioner

Asking the Right Questions

Teaching adult learners requires not only a solid grasp of content and technology but also the ability to adapt to diverse experiences, expectations, and challenges. Reflection serves as a bridge between teaching methods and student outcomes, helping instructors continually refine their practices to foster deeper engagement and learning.

Central to reflective practice is the art of asking meaningful questions. These questions encourage instructors to evaluate their actions, decisions, and interactions with students, both during and after teaching. By reflecting on their teaching experiences, instructors can identify areas for improvement, celebrate successes, and plan for future growth. Below, we explore two categories of reflective questions—reflection-in-action and reflection-on-action—that are particularly useful for online graduate educators.

Reflection-in-Action Questions

These questions are meant to guide instructors as they teach, encouraging real-time evaluation and adjustment of their strategies.

Are students actively engaging with the content in this session/module?
How are students responding to my instructions or prompts during live discussions or activities?
Am I addressing diverse student needs in real-time (e.g., varying levels of experience, learning styles)?
Are my explanations or instructions clear based on student questions or participation?
Do I need to adjust the pace or content delivery to match the energy or comprehension level of the class?
Are students demonstrating signs of confusion, and how can I clarify immediately?
Is the technology I’m using enhancing or hindering student engagement in this moment?
How can I better connect this discussion or activity to students’ professional or academic goals right now?
Are my interactions encouraging critical thinking, collaboration, or deeper inquiry?
How can I incorporate an unexpected question or insight into the learning experience?

Reflection-on-Action Questions

These questions help instructors analyze and learn from their teaching experiences after a session or module has concluded.

What aspects of this module/session went well, and why?
Were there any challenges or barriers to student engagement, and how might I address them next time?
How effectively did I communicate expectations and instructions?
Did I provide sufficient opportunities for interaction, collaboration, or feedback?
How did the course materials or activities align with the learning objectives?
Were there any recurring themes or questions in student feedback that I should consider?
Did my methods support the diverse needs of adult learners, including their professional and personal contexts?
How well did I use available technologies to facilitate learning, and are there alternatives to consider?
What new insights did I gain from this teaching experience, and how can I apply them moving forward?
Based on this session/module, what specific changes will I make to improve the next iteration of the course?

Generating Your Own Questions

While these lists provide a solid foundation, reflective practice is deeply personal. Instructors are encouraged to generate their own questions that align with their teaching style, course goals, and student demographics. Consider focusing on areas of teaching you find most challenging or rewarding. For instance, if you struggle with fostering collaboration in asynchronous discussions, create questions to evaluate those specific activities. Similarly, if you excel at integrating technology, ask how you might innovate further. Tailor your reflections to address your unique experiences and growth areas.

The Process of Reflection: Turning Questions into Growth

Asking the right questions is just the beginning. The true power of reflective practice lies in what you do with the answers. Reflection is most effective when it is intentional and structured. Here’s how to approach the process:

Document Your Reflections: Write down your answers to these questions in a journal, document, or reflection log. This practice helps you track patterns and see progress over time.
Analyze Patterns and Themes: Look for recurring insights in your reflections. For example, do students frequently struggle with certain assignments? Are there consistent areas where engagement dips?
Seek Feedback: Combine your reflections with feedback from students or colleagues. Their perspectives can validate your observations and provide additional insights.
Develop an Action Plan: Use your reflections to create specific, actionable steps for improvement. For example, if you notice low participation in discussions, consider adding guided prompts or offering synchronous office hours.
Revisit and Adjust: Reflection is a cyclical process. After implementing changes, revisit your questions to evaluate the effectiveness of your adjustments and identify new opportunities for growth.

Moving Forward with Reflection

Reflective practice is a journey, not a destination. By integrating purposeful questions and making time to analyze your teaching experiences, you can evolve as an educator and better support the success of your online graduate students. Remember, reflection is not about finding definitive answers or assigning blame; it is about fostering curiosity, growth, and a commitment to continuous improvement.

So, start today. What worked in your last class, and why? What challenges did you face, and what can you learn from them? The more you engage with these questions, the more you’ll unlock the potential to create transformative learning experiences for your students—and for yourself.

Learn at a Distance