| Reflexive statements |
The topic of reflection |
Interpretation |
| “I reconsidered my point of view regarding punishment and execution (although I do not quite agree with the description of what was given in the lecture, however, this could be explained with my perception of execution (violence, murder)” |
Reflection on sensations and impressions |
This reflexive statement is connected with a fragment of a video-lecture, in which we briefly discuss a very complicated phenomenon. The genre of video-lectures is not meant to give a complete description of a studied phenomenon; they do provide sequential arguments, but only final statements and a summary. Students are supposed to work with their fundamentals and convictions. This reflexive statement is a good example showing that believes are indeed being revised. Former beliefs do not disappear, they are placed in the field of reflection, and therefore, they are ready to be reviewed. |
| “It was clear to me a long time ago that the information flow (speech, language, text, music) is a means of internal adjustment for the environment, and is not just a means of conveying information. This lecture made me remember this thought and I would like to start using this knowledge” |
Reflection on relations and attitudes |
Like in the previous statement, in this case, it is clear that beliefs and attitudes are being revised, but in their own way, originally. The lecturer did not talk about the “information flow” (especially language) being “a means of internal adjustment for the environment”. This idea belongs to the student. The student reflects on the lecture and recalls this idea from the past. The student ‘stays’ in the environment of his experience and thoughts. |
| “I thought about the topic and understood a meaning of the words a little differently than I used to. I rarely think about these things in everyday life, and when I worked with them I almost never considered their profound meaning” |
Reflection on thinking |
Such reflections could be classified as simple or direct interpretations. The respondent talks about his experience of performing the task. The task was aimed precisely at “thinking”. Reflection more accurately shows whether assignments and lectures are perceived correctly and whether they achieve their goal. Such reflexive statements bring us to the conclusion that the imperatives of the course meet the goals. |
| “For me, it was a discovery that coercion and calling interact with each other. There is nothing in the pure state. And to find your calling, you need to go through coercion” |
Reflection on discoveries, obtained knowledge:Regarding the external |
Like in the previous paragraph, the respondent reflects on what is explicitly indicated in the course.It is important to note that the students qualify the positions on which the course is built as their own discoveries. They not only perceive and accept information, but they also discover and open it, that is, they identify themselves with an educational event. This could be an important aspect in the understanding of the intonation of a distance course. Although such reflections might seem to be very simple because they do not indicate critical thinking. |
| “The most important ‘discovery’ for me personally was the state of language and speech. A lot of slang and swear words clogged my memory and decreased my brain performance. Now I'm actively working on this matter” |
Regarding oneself |
The reflection on one’s state of being, or on the state of one’s language and speech, is also a good proof of the reality of the assignment and of the receptivity to imperatives of the course. The course directly stated the importance of healthy language and speech. |
| “I expressed an important message for me to my close person using his language, I wrote a fairy tale (which I had never done before), and learned about a couple of new books to read” |
Reflection on the activity (on the accomplished) |
The authors suggested to students perform several assignments of the course in their daily life. This is a common technique in distance learning when the task involves an experiment. But how to check these tasks? It is obvious that such tasks are important and bring positive educational effects. Technically it is difficult to check these assignments, and the reflexive data, in this case, is the only adequate option. |
| “I was thinking about starting new supportive habits: music to form the right mood. I also thought about a new hobby: to write texts as a useful approach to self-organization” |
Intentions |
The multidimensionality of the texts in the course content is criticized by some students and at the same time is very useful for the others. In this case, the respondent demonstrates that the course with an imperative to pay attention to oneself and one’s own life could be useful in forming personal competences. |
