Universal Journal of Educational Research 8(12B): 8453-8460, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.082653 Promoting Reflective Thinking: Pre-service Teachers' Experience in a Web-based Learning Platform Josephine Luz S. de Leon-Pineda College of Education, Don Honorio Ventura State University, Bacolor, Pampanga, Philippines Received September 18, 2020; Revised November 11, 2020; Accepted December 6, 2020 Cite This Paper in the following Citation Styles (a): [1] Josephine Luz S. de Leon-Pineda , "Promoting Reflective Thinking: Pre-service Teachers' Experience in a Web-based Learning Platform," Universal Journal of Educational Research, Vol. 8, No. 12B, pp. 8453-8460, 2020. DOI: 10.13189/ujer.2020.082653. (b): Josephine Luz S. de Leon-Pineda (2020). Promoting Reflective Thinking: Pre-service Teachers' Experience in a Web-based Learning Platform. Universal Journal of Educational Research, 8(12B), 8453-8460. DOI: 10.13189/ujer.2020.082653. Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract The presence of web-based learning platforms advances instructional strategies that support the development of students’ thinking skills. The study was conducted to stimulate the reflective thinking skills of the students with the aid of web-based learning platform particularly Edmodo. This study aims to cultivate the instructor’s own abilities to develop and implement activities promoting reflective thinking among pre-service teachers and describe the experience of reflection-integrated activities in a web –based learning platform among students. The research employed an action research design. The 24 pre-service teachers (PSTs) who were taking a course handled by the researcher were the respondents of the study. Course materials were given to the students who were required to submit their answers to questions posted in Edmodo. Quantitative data shows that the reflective thinking skills of the PSTs were described as ‘Reflective.’ Qualitative data validated the quantitative results that the activities given to the respondents fostered the reflective thinking of the PSTs. Constant follow-up, considerable time and immediate feedback are essential in tasks using web-based learning platform. The use of a web-based learning platform can be an avenue to promote reflective thinking among students through proper planning, implementation and evaluation of course. Keywords Reflective Thinking, Web-based Learning Platform, Action Research, Preservice Teachers, Philippines 1. Introduction As technology creates significant changes in the landscape of education, web-based learning platforms advance instructional strategies that support the development of students thinking skills. This advancement has advanced the development of web-based instruction for learners to engage in interaction, learning, discussion, and access without time and geographic constraints [1]. Certainly, educational technology plays a vital role in education where the question is no longer whether teachers should use educational technology or not, but on how best to integrate these education technology applications in the classroom settings [2]. In the field of education, reflection is said to be a problematic area for pre-service teachers (PST) [3]. This is because they often lack required involvement and program and instructional knowledge on which to anchor their teaching reflection. Hence, teacher education institution should provide venue and opportunities for PSTs to reflect. These supported the call for teacher education institutions (TEIs) to emphasize reflective thinking and its development should commence even at the early phase of the PSTs’ training. The development of PSTs’ reflective thinking may be influenced by more interactive learning environment [4] which happens when people are invited to think [5]. It was suggested that the use of reflective thinking tools is essential means to support reflective thinking skills [6]. Further, [7] underscored the importance of forming various chances and conditions where reflective thinking can be nurtured