Reflective Practice-based Learning (RPL) in asynchronous learning spaces

This paper will be based on a study conducted in UCN's continuing education department in 2021, whose pur-pose was to investigate the importance of the asynchronous activities in diploma programs. 20 students were included in the study, and the empirical material was obtained through interviews, surveys and observations of the study activity.
The results revealed three asynchronous learning spaces, an individual, a study-related and a practice-related, but the learning spaces also proved to be limitless in both time and place; i.e. the asynchronous learning spac-es unfold somewhere between the theory and the practice, between physical and digital learning and between individual and social learning.
However, the study in 2021 also revealed some problems in applying RPL to an analysis of the reflection and learning processes that take place in the asynchronous space in general, but in the individual learning space specifically. Based on the dataset from 2021, this study will therefore investigate how the three key concepts that underpin RPL, experience, thinking and action, may contribute to an understanding of such asynchronous processes identified as an extended and multi-perspective space of reflection.
The purpose of the article is to examine the asynchronous learning processes in the light of the three key con-cepts that support RPL, experience, thinking and action, and thus seek answers to how the asynchronous learning spaces can form a framework for RPL-informed teaching and learning. The focus of the study will be the individual, asynchronous learning space.