Scaffolding student reflection for experience-based learning: a framework

Debra Coulson, Marina Harvey*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    145 Citations (Scopus)


    Reflection is widely posited as a professional practice and process that supports students to learn through experience. Effective reflection for learning through experience requires a high level of introspection and open-minded self-analysis, a capacity for abstract learning, and self-regulation and agency that few students in higher education innately possess. Reflection can, however, be learnt and taught through strategic interventions and careful scaffolding. This paper outlines a new framework for scaffolding reflection for learning through experience. The framework was developed by the authors as a scaffolding aid to develop teachers' ability to effectively incorporate reflection into experience-based learning curriculum in higher education. The authors contend that scaffolding reflection during each of four learning phases will positively contribute to learning through experience.

    Original languageEnglish
    Pages (from-to)401-413
    Number of pages13
    JournalTeaching in Higher Education
    Issue number4
    Publication statusPublished - 2013


    • reflection
    • teaching
    • learning
    • scaffolding
    • experience-based learning
    • higher education


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