Google docs for higher education: Evaluating online interaction and reflective writing using content analysis approach

This study explores the types of online interaction used and levels of reflection achieved by undergraduate students, including the influence of the former on the latter on Google Docs. A qualitative approach was employed by means of (i) content analysis of students’ comments and individual reflections based on the established coding schemes of online interaction and reflection and (ii) focus group interviews for triangulation purposes. The study involved two groups of six students. Analysis of data revealed that Group 1 and Group 2 used Clarification/Elaboration and Acknowledgement of Opinion the most while commenting on the platform, respectively. Though instances of Relating were reported most frequently in both groups’ individual reflections, most of the students actually reached the Low level of reflection. Group 2 had more students categorised as Medium-level reflectors than Group 1, suggesting that the use of more Question types for interaction by the former could have led them to have more Medium-level reflectors than Group 1.