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.
- experience-based learning
- higher education