Learn at a Distance

A Guide for Online Graduate Educators

Reflective practice is an essential element of effective teaching, particularly for those working with adult learners in online graduate programs. In this context, reflection allows educators to continuously adapt to their learners’ diverse experiences and professional goals. Guided by the foundational insights of Jack Mezirow, Graham Gibbs, Donald Schön, and David Kolb, reflective practice helps faculty refine their methods and foster transformative learning environments.

Jack Mezirow reminds us that reflective practice is not merely about reviewing actions but also about critically examining the assumptions that shape them. He explains that “transformative learning refers to the process by which we transform our taken-for-granted frames of reference to make them more inclusive, discriminating, open, emotionally capable of change, and reflective” (Mezirow, 2000, p. 8). For educators, this means recognizing how their own beliefs about teaching and learning influence their instructional choices. For students, it means creating opportunities to reflect on and challenge their perspectives, allowing them to grow both personally and professionally. In the online environment, transformative learning can be fostered through reflective assignments, discussion forums, and applied projects that encourage learners to connect their experiences to new ways of thinking.

The practical mechanics of reflection are highlighted by Graham Gibbs, who offers a structured approach to ensure learning is retained and actionable. Gibbs asserts, “It is not sufficient to have an experience in order to learn. Without reflecting on this experience, it may quickly be forgotten, or its learning potential lost” (Gibbs, 1988, p. 9). In online graduate courses, faculty can incorporate moments for reflection into their course design, such as end-of-module reflections or feedback loops. These reflective pauses help students not only process their learning but also plan how to apply it in real-world settings. Moreover, Gibbs emphasizes, “Reflection is a vital part of the learning process as it encourages you to think about what you did, why you did it, and how you can improve in the future” (Gibbs, 1988, p. 14). This continuous cycle of evaluation and improvement is just as critical for educators as it is for students, ensuring that teaching practices evolve to meet changing needs and challenges.

Donald Schön’s concept of reflection is particularly relevant in the fast-paced and dynamic environment of online education. Schön distinguishes between two forms of reflection: reflection-in-action, which occurs in the moment, and reflection-on-action, which happens after the event. He explains that “the practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behavior” (Schön, 1983, p. 68). For online educators, this might mean adapting teaching strategies during a live session based on student engagement or revising an asynchronous module after reviewing participation patterns and outcomes. This dual approach ensures that reflection is both immediate and ongoing, fostering a mindset of continual learning and improvement.

David Kolb’s experiential learning theory ties reflection directly to the process of knowledge creation. He writes, “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984, p. 38). This idea is particularly powerful for adult learners, who often bring extensive professional and personal experiences to the classroom. Online graduate programs can leverage these experiences by integrating experiential learning opportunities such as simulations, case studies, and applied projects. Reflection becomes the critical bridge between these experiences and the abstract concepts learners encounter in their coursework, helping them to solidify and apply their understanding in meaningful ways.

As educators, embracing reflective practice enhances not only our teaching but also the learning experience of our students. By examining our methods, adapting our approaches, and encouraging our learners to do the same, we create an environment where growth and transformation thrive. Reflective practice, as illuminated by Mezirow, Gibbs, Schön, and Kolb, is more than a teaching tool—it is a commitment to fostering deeper understanding, adaptability, and lifelong learning.

So, pause and reflect. How are your teaching practices shaped by your assumptions? How might your students benefit from structured moments of reflection? And how can you, as an educator, use reflection to continuously improve the learning experience in your online classroom? The answers lie not in what you have done, but in how you think about what comes next.

Further reading:

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.