The purpose of this paper is to identify the main problems in assessing reflective learning and to seek ways of tackling them. Lessons are sought from HE’s long engagement with critical thinking that can be transferred to reflective learning. A solution to the problems is offered that is based on a questioning approach to reflective learning. In so doing, the paper explores the nature of reflective learning and advances the idea that the distinction between “surface” and “deep” learning can be generalised to the domain of reflective learning. It concludes with some implications for the development of reflective learning
This article reports the results of a survey and analysis of the professional doctorates that have been developed in England over the last decade. Its aim is to identify the extent to which professional doctorates have been adopted by English universities, the rate of growth of professional doctorates programmes, and to clarify their distinctive features. By the end of the decade, professional doctorates could be found in the majority of the country's universities and in a wide range of subjects. The number of professional doctorates was still rising at a rapid rate. The article identi es 20 distinctive features that are common to the professional doctorates that together could reasonably be said to comprise 'professional doctorateness' at least as it is interpreted in English universities.
My aim for this paper is to offer an approach to choosing teaching methods in higher education (HE). I hope it will be particularly useful at three levels: (1) where academic staff are designing courses; (2) where individual "lecturers" are planning how they will deliver a particular course unit; and (3) where "lecturers" are deciding what to do in a particular teaching session.
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