– Useful tool for Student Reflections? Yes or No? Debate!

Concurrent Session 1
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Brief Abstract

Reflection is an activity that can elevate a student’s thinking and increase retention of information. Adding time to reflect, to an already full class, can be difficult. Reflections, built in Socrative, a web 2.0 tool, can extend learning outside of the classroom (eLearning) and provides scalable analytics for assessment.


Georgette Gorman has a Master's degree in Psychology with an Emphasis in Industrial and Organizational Psychology and a graduate certificate in Psychology with an Emphasis in Human Factors. As a Faculty Chair in Faculty Training & Development at Grand Canyon University, she is responsible for providing all faculty with the training needed for them to be successful in the classroom. Georgette is also an adjunct instructor who teaches traditional and online classes at Grand Canyon University and Phoenix College. In addition, Georgette serves on the Faculty Advisory Board. In this capacity she works with faculty to develop faculty-driven initiatives and professional development. Georgette has a passion for collaborating with others and sharing best-practices to help increase student engagement and outcomes.

Extended Abstract

According to Piaget’s theories, we change how we think as we form new schemas or frameworks (Grison, Heatherton, & Gazzaniga, 2016). Reflection is a cognitive process that requires one to critically think about their experiences. It allows us to assimilate (incorporate new information into existing frameworks of knowledge) and to accommodate (create new frameworks or alter existing ones) new information (Grison, Heatheron, & Gazzaniga, 2016). Reflection is beneficial to students because it allows them to think more deeply about a topic and apply meaning, whether that leads to personal learning or experiential learning. This type critical thinking is a form of elaborative rehearsal which allows for information to be encoding into long-term memory storage (Grison, Heatheron, & Gazzaniga, 2016). This retention of information helps with learning outcomes.

One of the challenges of using reflections in college classrooms is that the size of classes and the amount of content that needs to be delivered often creates a lack of opportunity (Strampel & Oliver, 2007). Technology can create that opportunity. Technology provides the ability to share content and extend learning outside of the traditional classroom. It provides a scalable means for instructors to make assessments on student learning and student perceptions.  

The use of Socrative, a web 2.0 tool, for student reflection is innovative and unique. Socrative, typically used for quizzes, allows for the creation of short-answer questions. A one question short-answer quiz can be set up as a reflection. The use of Socrative for reflections benefits both the instructor and the student. For students, the application is easy to use, accessible, and mobile. It does not require a login or account. It can extend learning outside of the classroom (if desired). When used for reflection, it provides an area “room” for students to apply the course content to their lives, helping them to actively engage in the information, increasing retention and supporting learning outcomes.

For instructors, Socrative allows them to easily capture and assess student responses, regardless of the size (scope) of the class. Assessments can be done on an individual or class basis by using the analytics provided. Instructors can determine if  content is being understood and can make adjustments accordingly. The concept and actual quizzes can be replicated easily in other classes or from semester to semester. Quizzes can also be shared with other instructors. The free account provides a great deal of functionality making it assessible and convenient. In addition, instructors can disseminate the responses per individual for use in capstone projects.

In this express workshop, participants will receive substantive information on the importance of reflection. They will also be encouraged to develop reflective questions that challenge students to utilize higher-order thinking skills such as apply, analyze, and evaluate (Armstrong, n.d.). Participants will experience a reflection from both an instructor’s and the students’ perspective, and they will have opportunities to create an account and their own reflections. This engaging workshop will allow participants to partner up and join each other’s classes as they learn how to utilize the software. In addition, best practices for using Socrative will be shared. A proposed outline of the workshop includes:

Presentation (4 min) Importance of Reflection

Demonstration (4 min) Create a Reflection (Quiz) “How will using Socrative for Reflections inform your teaching?”

Hands-on Activity #1 (4 min) Participants log into the Socrative class as a student and participate in the Reflection that was just created. The purpose is to experience the student perspective and to witness what it looks like from an instructor’s perspective

Presentation (4 min) Best Practices

Demonstration (4 min) Reviewing Results

Hands on Activity #2 (10 min) Create a free Socrative account and create a Reflection (Quiz) (Handouts will be provided. Instructions will be displayed on screen. Presenter will walk the room addressing questions.)

Collaborative Hands-on-Activity (10 min) in small groups, participants will launch their quizzes and join each other’s groups to learn how to use the application.

In the workshop, participants will

  • understand the importance of using reflections in class.
  • create a Socrative account
  • create a short answer quiz for use with Reflections
  • assess the information received to inform their teaching
  • network with other educators with similar interests


Armstrong, P. (n.d.). Bloom’s Taxonomy. Retrieved from

Grison, S., Heatherton, T., Gazzaniga, M., (2016). Psychology in your life. (2nd ed.).New York, NY: WW Norton.

Strampel, K. & Oliver, R. (2007). Using technology to foster reflection in higher education. Retrieved from