Article (Scientific journals)
Using reflection triggers while learning in an online course
Verpoorten, Dominique; Westera, Wim; Specht, Marcus
2012In British Journal of Educational Technology, 43 (6), p. 1030-1040
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Keywords :
reflection; reflection amplifiers; meta-cognition; meta-learning; widgets; Schön; MAAS; NFC; MAI; awareness
Abstract :
[en] This paper reports about a controlled experiment on the effects of three types of reflection triggers in an online course. 54 volunteers, distributed in 5 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 tools 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.
Disciplines :
Education & instruction
Author, co-author :
Verpoorten, Dominique  ;  Université de Liège - ULiège > IFRES > Pédagogie de l'Enseignement supérieur
Westera, Wim;  Open Universiteit Nederland
Specht, Marcus
Language :
English
Title :
Using reflection triggers while learning in an online course
Publication date :
01 November 2012
Journal title :
British Journal of Educational Technology
ISSN :
0007-1013
eISSN :
1467-8535
Publisher :
Blackwell Publishing
Volume :
43
Issue :
6
Pages :
1030-1040
Peer reviewed :
Peer Reviewed verified by ORBi
European Projects :
FP7 - 215434 - GRAPPLE - Generic Responsive Adaptive Personalized Learning Environment
Funders :
CE - Commission Européenne [BE]
Commentary :
Verpoorten, D., Westera, W., & Specht, M. (2012). Using reflection triggers while learning in an online course. British Journal of Educational Technology, 43(6), 1030-1040. doi: 10.1111/j.1467-8535.2011.01257.x
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