"ongoing reflection" is correct and usable in written English.
You can use it to describe a continuous action of thinking, analyzing, and evaluating one's thoughts and actions. For example, "Throughout my journey, I have engaged in ongoing reflection which has allowed me to grow as a person and scholar."
War without ongoing reflection on the human cost is mechanical slaughter.
This enhancement can be seen as propagating forward into later stages of face-specific processing, and are observed in the N170 peak as an ongoing reflection of featural differences.
Stelma (2011) used a network of Web pages inserted into a learning management system (Blackboard) to explore resources and develop an online discussion forum in the UK that encouraged ongoing reflection.
Turbin (2009) found that innovative schools can "regress to the mean," although shared vision, shared decision-making, ongoing reflection on and evaluation of the planning process, and connections between people and activities can help mitigate this challenge.
Moyes was responsible, in some senses, for maintaining the lineage, since contemporaries like Coyle, McLeish and Lambert took encouragement from the way he made his name in England, but also enjoyed the merit of the ongoing reflection of a successful Scottish manager.
There is ongoing discussion, ongoing reflection, ongoing proposals.
But her process is also intuitive, relying on ongoing reflections in her journals.
Meanwhile, the course instructor conducted ongoing reflections on PTs' learning, which also informed the corresponding lessons.
The Genre-Aligned Practices (GAP) framework is essentially the result of our ongoing reflections on, in and for practice [Cowan, J. (1998). On becoming an innovative university teacher, Society for Research into Higher Education and Open University Press Schönn, D. (1983).
Such dialogue promotes critical thinking and ongoing reflection-action cycles (Freire, 1973) where marginalised groups work together to create more "health-enabling social environments" (Tawil, Verster, & O'Reilly, 1995).
New technologies when combined with participatory pedagogy may provide the context to sustain such a community with ongoing dialogue, reflection and the ability to co-create knowledge.
