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Overall findings on the evaluation of RP-oriented online discussion platforms

Although the utilization of asynchronous discussion can be regarded as relatively new, several studies have been conducted on their implementation for reflective practices both in teacher education and health education. Lee-Baldwin (2005) conducted a study on pre-service science teachers‟ enrolled in a science teaching methods course and examined social group dynamics to analyze participants‟ reflective thinking. The results revealed that when given enough time, participants‟ interaction facilitated their reflective thinking. Considering a number of comments participants directed to each other after reading the posted reflection papers, it can be concluded that participants engaged in higher level of reflectivity by solely asking questions related to their teaching to each other and providing suggestions on their teaching practices. Thus, considering the numerous comments and questions participants directed to each other, it can be concluded that participants‟ interactions may have increased the process of their reflective thinking and they engaged in high-level of reflectivity. It is also important to state that although participants did not favor the utilization of online discussions, as the use of those discussions was obligatory for them. However, they enjoyed participating as

time went by. The participants stated that they could understand the importance of reflective practice by interacting with their classmates, observing each other‟s experience, comments and questions. Thus, they favored engaging in those online discussion sessions. Regarding this fact, it can be concluded that giving the enough time for teachers to reflect can help them understand the importance of reflection with the help of interactions in online platforms.

Another notable finding of the study is that participants‟ evaluated the threaded discussions and reflection papers effective for their professional development. By evaluating their past experiences, current beliefs and teaching practices and defining the were able to identify changes they would like to make in their future teaching. This finding is in contrast to Jones and Ryan‟s (2014) study
conducted on pre-service teachers of primary school and secondary school education receiving their practicum experiences in several public schools of rural areas. In order to foster participants‟ reflective thinking on the relationship between practice and pedagogy, researcher provided both blogs and threaded discussions. The findings of the study revealed that pre-service teachers mostly preferred to engage in blogs for reflection rather than posting comments in threaded discussions. These contrast findings may have been as a result of this study‟s participants‟ experience and knowledge in the field.
Another finding regarding the effect of experience and knowledge in the field on reflection can be pointed out in relation to the results of Tsang‟s (2011) study. In order to foster students‟ reflective processes, the researcher connected the first year students of Oral Health and Dentistry department with the third year students via asynchronous online discussion platforms. Even though the first year students did not regard these platforms as useful tools for their learning, third year students noted the

strong benefits from engaging in reflective practice in online discussions. Thus, the reason for this participants‟ high participation in reflective processes can be attributed to their knowledge in the field and, more importantly, their experience.

Considering the limited number of studies in teacher education and health education on reflective practice in online platforms, it can be concluded that student interaction, participants‟ knowledge in the field as well as teaching experiences may have contributed to the positive findings on the implementation of reflective practices in asynchronous discussion platforms.