Promoting Learner Reflection: Issues and Difficulties Emerging from a Three-Year Study
Abstract
Educators and trainers generally agree that reflection is a desirable activity for learners to engage in, but has proven to be relatively difficult to promote. In this report, we have described a specific situation in which systematic efforts to promote reflection achieved only limited success. A list of factors we believe individually and collectively affect the degree to which reflection occurs was presented with the acknowledgement that there is scant research to support our beliefs. Clearly, research is needed if we are to develop a proven set of strategies for promoting the reflection on action attempted in this effort. The author's reflection of reflection leads to two conclusions. First, that reflection does indeed result in enhanced learning. And secondly, that our understanding of how to tap this powerful strategy is quire limited. Hopefully, this report will prompt additional interest in the topic and eventually result in a larger body of research and theory that can be applied across a variety of settings. Clearly, advances in both theory and in development and testing of practical strategies for promoting reflection is needed if we are to obtain the benefits claimed for this important form of what is probably a uniquely human behavior.
Document Details
- Document Type
- Technical Report
- Publication Date
- Dec 01, 2002
- Accession Number
- ADA472616
Entities
People
- Kent L. Gustafson
- Winston Bennett Jr.
Organizations
- University of Georgia