Using Reflection Triggers while Learning in an Online Course

Autor/inn/en	Verpoorten, Dominique; Westera, Wim; Specht, Marcus
Titel	Using Reflection Triggers while Learning in an Online Course
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, S.1030-1040 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2011.01257.x
Schlagwörter	Foreign Countries; Online Courses; Web Based Instruction; Open Source Technology; Integrated Learning Systems; Instructional Design; College Instruction; Instructional Effectiveness; Control Groups; Experimental Groups; Comparative Analysis; Predictor Variables; Questionnaires; Data Analysis; Content Analysis; Online Surveys; Use Studies; Reflection; Educational Experiments; Retention (Psychology); Prompting; Intervention; Metacognition; Tests; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschullehre; Unterrichtserfolg; Prädiktor; Fragebogen; Auswertung; Inhaltsanalyse; Benutzerschulung; Schulversuch; Merkfähigkeit; Benutzerführung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Examination; Prüfung; Examen; Niederlande
Abstract	This paper reports on a controlled experiment on the effects of three types of reflection triggers in an online course. Fifty-four volunteers, distributed in five 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 prompting 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. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10