NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ988509
Record Type: Journal
Publication Date: 2012-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-0007-1013
Using Reflection Triggers while Learning in an Online Course
Verpoorten, Dominique; Westera, Wim; Specht, Marcus
British Journal of Educational Technology, v43 n6 p1030-1040 Nov 2012
This paper reports on a controlled experiment on the effects of three types of reflection triggers in an online course. Fifty-four volunteers, distributed in five groups, used these structured opportunities for reflection during learning. Results show that reflection triggers were extensively employed by the test persons and were perceived as quite useful to reflection and learning. Test persons in the experimental groups reported significantly more reflective prompting and more intensive reflection than those in the control group. In contrast, no positive effects on learner performance and retention could be established. This paradox elicits different possible explanations, which are discussed in the light of the common pedagogical claim that more thoughtful approaches to learning should be promoted. (Contains 2 figures and 3 tables.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
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: Netherlands