Aligning reflection in the cooperative education curriculum

Marina Harvey, Debra Coulson, Jacqueline Mackaway, Theresa Winchester-Seeto

    Research output: Contribution to journalArticlepeer-review


    Reflection is widely used in cooperative education to support learning and praxis; however, a review of the literature reveals limited empirical evidence for the correlation between reflection and positive student learning outcomes. As with any ‘wicked’ issue, there are multiple positions on reflection. A substantial body of anecdotal evidence, together with evidence based on student satisfaction and self-reporting does, however, indicate the value of reflection for learning, particularly when transparently aligned with the curriculum. This paper draws from the evidence for the practice of reflection to present new models, informed by theory and developed as a result of this research, to support the alignment of reflection in the cooperative education curriculum.
    Original languageEnglish
    Pages (from-to)137-152
    Number of pages16
    JournalAsia-Pacific Journal of Cooperative Education
    Issue number3
    Publication statusPublished - 2010


    • cooperative education
    • reflection
    • curriculum alignment
    • participation
    • service learning
    • work-integrated learning


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