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ERIC Number: EJ903679
Record Type: Journal
Publication Date: 2010-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0950-0790
Reflection in Example- and Problem-Based Learning: Effects of Reflection Prompts, Feedback and Cooperative Learning
Krause, Ulrike-Marie; Stark, Robin
Evaluation & Research in Education, v23 n4 p255-272 Nov 2010
To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example- and problem-based e-learning environment on correlation was used. In Study 1, 57 university students were randomly assigned to two conditions: with reflection prompts that asked students to give reasons for their decisions and without reflection prompts. The intervention promoted learning, and the students' reasons indicated substantial reflective processes. In Study 2, 137 university students were randomly assigned to four conditions: individual learning with or without feedback intervention and dyadic learning with or without feedback intervention. The feedback intervention clearly enhanced learning outcomes, whereas cooperative learning had no significant effect on learning. Perceived reflection was high in all groups, differences were nonsignificant. (Contains 1 note, 5 tables, and 2 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany