LAUSR

Self-reflection and reflective writing have been pivotal for developing a deep understanding of concepts and fostering professional competency in learners. The confluence of the importance of reflective practices within the educational curriculum and the increased proliferation of technology have resulted in numerous studies of how to use automated approaches to analyze broad themes of reflection exhibited by learners in higher educational settings. However, there is a dearth of research in the context of automated analysis of reflective writing demonstrated by professionals within workplace learning. Building on a four-level reflective content analysis model, this article evaluates the depth of reflection exhibited by learners within a professional development MOOC using an automated assessment classifier. Our results identify the varying association of linguistic features across these different levels of reflection. The proposed approach can effectively support the deployment at scale of the labor-intensive evaluation of reflective writing by highly trained professionals.