References
- Attia, M., & Edge, J. (2017). Be(com)ing a reflexive researcher: A developmental approach to research methodology. Open Review of Educational Research, 4(1), 33–45. https://doi.org/10.1080/23265507.2017.1300068
- Baber, H. (2022). Social interaction and effectiveness of the online learning – a moderating role of maintaining social distance during the pandemic COVID-19. Asian Education and Development Studies, 11(1), 159–171. https://doi.org/10.1108/AEDS-09-2020-0209
- Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95–110. https://doi.org/10.24059/olj.v23i1.1447
- Chen, Y., Lei, J., & Cheng, J. (2019). What if online students take on the responsibility: Students’ cognitive presence and peer facilitation techniques. Online Learning, 23(1), 37–61. https://doi.org/10.24059/olj.v23i1.1348
- Dennen, V.P. (2008). Pedagogical lurking: Student engagement in non-posting discussion behaviour. Computers in Human Behavior, 24, 1624–1633.
- Gherhes, V., Simon, S., & Para, I. (2021). Analyzing students’ reasons for keeping their webcams on or off during online classes. Sustainability, 13(3203), 1–13. https://doi.org/10.3390/su13063203
- Gong, W., Lim, E., & Zhu, F. (2021). Characterizing silent users in social media communities. Proceedings of the International AAAI Conference on Web & Social Media, 9(1), 140–149. https://doi.org/10.1609/icwsm.v9i1.14582
- Kurtz, A. (2020). How to run reflective practice groups: A guide for healthcare professionals. Routledge.
- Loveder, M. (2017). Does reflective practice impact upon clinical outcomes and if so, how? A Grounded Theory study of how Trainee Clinical Psychologists experience the effect of a reflective practice group on their clinical work [ Unpublished doctoral thesis]. University of Leicester.
- Marshall, T., Keville, S., Cain, A., & Adler, J. R. (2022). Facilitating reflection: A review and synthesis of the factors enabling effective facilitation of reflective practice. Reflective Practice, 23(4), 483–496. https://doi.org/10.1080/14623943.2022.2064444
- Palacios, N., Onat-Stelma, Z., & Fay, R. (2021). Extending the conceptualisation of reflection: Making meaning from experience over time. Reflective Practice, 22(5), 1–14. https://doi.org/10.1080/14623943.2021.1938995
- Palacios, N., Rafique, R., Kwihangana, F., & Zhao, X. (2022). Online peer-led group reflective practice in higher education: A seminar-based project evaluation. Reflective Practice, 23(6), 676–689. https://doi.org/10.1080/14623943.2022.2116567
- Preece, J., Nonnecke, B., & Andrews, D. (2004). The top 5 reasons for lurking: Improving community experiences for everyone. Computers in Human Behavior, 20(2), 201–223. https://doi.org/10.1016/j.chb.2003.10.015
- Redmond, P., Abawi, L., Brown, A., Henderson, R., & Heffernan, A. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183–204. https://doi.org/10.24059/olj.v22i1.1175
- Rose, E. (2016). Reflection in asynchronous online postsecondary courses: A reflective review of the literature. Reflective Practice, 17(6), 779–791. https://doi.org/10.1080/14623943.2016.1220936
- Salmon, G., Nie, M., & Edirisingha, P. (2010). Developing a five-stage model of learning in second life. Educational Research, 52(2), 169–182. https://doi.org/10.1080/00131881.2010.482744
- Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211–223. https://doi.org/10.1080/13562517.2010.515022
- Streitwieser, B., & Light, G. (2010). When undergraduates teach undergraduates: Conceptions of and approaches to teaching in a peer-led team learning intervention in the STEM disciplines–results of a two-year study. International Journal of Teaching and Learning in Higher Education, 22(3), 346–356.
- Thomas, G. R. (2012). The facilitation of reflection within an online course. Reflective Practice, 13(5), 709–718. https://doi.org/10.1080/14623943.2012.697888
- Truhlar, A. M., Walter, M. T., & Williams, K. M. (2018). Student engagement with course content and peers in synchronous online discussions. Online Learning, 22(4), 289–312. https://doi.org/10.24059/olj.v22i4.1389
- Wilson, C., Janes, G., & Williams, J. (2022). Identity, positionality and reflexivity: Relevance and application to research paramedics. British Paramedic Journal, 7(2), 43–49. https://doi.org/10.29045/14784726.2022.09.7.2.43