Abstract
Reflection is widely used in experience based learning (Moon, 2004). A review of the literature reveals limited empirical evidence for the correlation between reflection and positive student learning outcomes. A substantial body of anecdotal evidence, together with evidence based on student satisfaction and selfwreporting, indicates
the value of reflection for learning. This paper systematically explores existing evidence for the practice of reflection and presents strategies for learning and teaching of reflection in the context of experience based learning. Models informed by theory and developed as a result of this research are introduced.
Original language | English |
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Title of host publication | ACEN 2010 |
Subtitle of host publication | Proceedings of the 3rd Biannual Australian Collaborative Education Network National Conference : Work Integrated Learning : Responding to Challenges |
Editors | Matthew Campbell |
Place of Publication | Rockhampton, QLD |
Publisher | Australian Collaborative Education Network (ACEN) |
Pages | 92-103 |
Number of pages | 12 |
ISBN (Print) | 9780980570618 |
Publication status | Published - 2010 |
Event | Australian Collaborative Education Network Conference - Perth, Australia Duration: 27 Sept 2010 → 1 Oct 2010 |
Conference
Conference | Australian Collaborative Education Network Conference |
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Country/Territory | Australia |
City | Perth |
Period | 27/09/10 → 1/10/10 |
Keywords
- collaborative learning
- critical reflection
- experience based learning
- participation
- reflection
- service learning
- work based learning
- work integrated learning