The role of reflective practice in fostering collaborative learning for information technology students

The role of reflective practice in fostering collaborative learning for information technology students

Moretlo Tlale-Mkhize

Issue: Vol. 7 No. 2 2026 Article 12 pp.180 – 196
DOI : https://doi.org/10.38159/jelt.20267212 Published online 12th March 2026.

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ABSTRACT

This theoretical paper examines the significance of reflective practice in collaborative learning environments among Information Technology students. Many first-year Information Technology students struggle to collaborate effectively on assigned projects. Reflective practice has recently gained prominence in teaching and training. Integrating reflective practice within collaborative learning gives Information Technology students a transformative method to enhance their skills of working with others. Collaborative learning facilitates shared experiences that cultivate reflective skills, enabling students to evaluate their learning processes and results. Situated learning theory is adopted in this study, as it posits that participation in context and within communities of practice is the most effective way of acquiring new knowledge. This research employed qualitative methods complemented by a systematic literature review. Databases, such as Google Scholar, ScienceDirect, Scopus, and ProQuest, were used. This paper addresses two inquiries: the contribution of reflective practice to critical thinking development in collaborative settings and the challenges faced by students in collaborative learning, along with strategies for their resolution. This study argues that reflective practice allows IT students to critically assess their experiences and enhance their problem-solving skills. Industry prioritises graduates who can apply specialised knowledge in group contexts. Through reflective engagement, students are able to critically reflect on their actions, thereby improving their collaborative effectiveness in team settings. The research identifies strategies to strengthen students’ critical thinking, teamwork, and practical application of theoretical knowledge, ultimately equipping them for IT industry challenges. This study contributes a framework for enhanced learning outcomes to the body of knowledge.

Keywords: Reflective Practice, Collaborative Learning, Information Technology, Problem-Solving Skills, Critical Thinking

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AUTHOR(S)

Moretlo Tlale-Mkhize serves as a Departmental Manager and lecturer at the Central University of Technology in Free State, where she specializes in Graphical User Interface (GUI) Design. She holds a PhD in Computer Science and Information Systems from North West University. With a strong academic and professional focus, her research spans several key areas, including teaching and learning technologies, Artificial Intelligence (AI), Human-Computer Interaction (HCI), and Reflective Practice. Throughout her career, Moretlo has actively contributed to the academic community by presenting her research and insights at both national and international conferences, allowing her to share valuable knowledge and findings with a wider audience. Her work is dedicated to advancing the intersection of technology, user experience, and education, as she continues to explore innovative approaches in these fields. Additionally, her commitment to fostering reflective and interactive teaching practices plays a key role in shaping modern educational methodologies in the realm of technology and design.

TO CITE ARTICLE

Tlale-Mkhize, Moretlo. “The role of reflective practice in fostering collaborative learning for information technology students.” Journal of Education and Learning Technology 7, no.2 (2026): 180 – 196. https://doi.org/10.38159/jelt.20267212