Facilitating Critical Reflection about Field Experiences on E-Mail: Emancipatory Teaching in Cyberspace

This paper reports findings in a study of an e-mail discussion activity in an undergraduate methods course. Students were asked to contribute an e-mail message to the class discussion at least once every two weeks; they could write on any topic suggested by their field experiences or related class discussions and readings. Critical interpretative methods were used to examine levels of reflection in student e-mail discussions and the degree of support for critical reflection offered in the e-mail activity. Findings suggest that the e-mail activity promoted some reflection among the participants and that, as the discussion developed, joint interpretations of field experiences by the participants increased, but critical reflection was rare. In light of the findings, the following suggestions for increased structural supports for critical reflection are offered: (1) help students identify problems and issues that emerge from their field experiences; (2) clarify expectations for critical reflection; (3) take a more active role as facilitator in the e-mail discussions; (4) integrate the e-mail conversations with what goes on in face-to-face meetings; and (5) continually monitor and support the joint negotiation of meaning that goes on in the discussions. (Contains 24 references.) (Author/MES)