<p>Collaborative reflection (co-reflection) is a joint critical thinking process that involves cognitive and social interactions, playing a crucial role in collaborative knowledge construction. Many studies have explored the process of co-reflection, aiming to elucidate the support it provides. However, little effort has been made to identify the characteristics and differences in diverse learners’ participation in the co-reflection process, from the perspectives of cognitive and social interactions in an online learning community. In this study, 53 learners participated in an online co-reflection activity for 12 weeks, contributing 1827 posts. Multiple approaches were used, including cluster analysis, epistemic network analysis (ENA), and multiple linear regression (MLR). The results show that three profiles of learners engaged in co-reflection, namely, social-oriented reflectors (SORs), collective cognition-oriented reflectors (CCORs), and individual cognition-oriented reflectors (ICORs). Comparing them, the SORs showed stronger relationships between shared cognition and social interaction, the CCORs showed stronger connections between shared and self-cognition, and the ICORs showed more frequent associations with self-cognition. Moreover, placing greater emphasis on shared understanding and evaluation, or on individual understanding and evaluation during idea exchange, can significantly predict higher levels of co-reflection among learners. Based on our findings, differentiated guidance should be provided to promote learners’ deep co-reflection in online learning communities.</p>