Reflection in example- and problem-based learning: effects of reflection prompts, feedback and cooperative learning

Abstract

To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example-and problem-based e-learning environment on correlation was used. In Study 1, 57 university students were randomly assigned to two conditions: with reflection prompts that asked students to give reasons for their decisions and without reflection prompts. The intervention promoted learning, and the students' reasons indicated substantial reflective processes. In Study 2, 137 university students were randomly assigned to four conditions: individual learning with or without feedback intervention and dyadic learning with or without feedback intervention. The feedback intervention clearly enhanced learning outcomes, whereas cooperative learning had no significant effect on learning. Perceived reflection was high in all groups, differences were nonsignificant.

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review

“…They can ask critical and reflective questions to evoke students' reflection and ultimately transfer of knowledge, skills and attitudes, also known as prompting via specific reflective prompts. Prompts are verbal or written stimuli that foster students to justify their decisions in the learning process, in analogy to thinking-aloud protocols, for example when students were asked to type short reasons for each decision (Krause and Stark 2010). Krause and Stark (2010) show that when such prompts are combined with elaborated feedback, deeper levels of reflection facilitate learning, which is "especially promising for students with little prior knowledge, low confidence or low motivation concerning the respective field" (p. 269).…”

“…Prompts are verbal or written stimuli that foster students to justify their decisions in the learning process, in analogy to thinking-aloud protocols, for example when students were asked to type short reasons for each decision (Krause and Stark 2010). Krause and Stark (2010) show that when such prompts are combined with elaborated feedback, deeper levels of reflection facilitate learning, which is "especially promising for students with little prior knowledge, low confidence or low motivation concerning the respective field" (p. 269). Moreover, students' reflection is a prerequisite for accommodation and expansive learning (Illeris 2004).…”

Learning effects of an international group competition project

“…Diversity of group members was suggested in some research to increase creativity and positively affect team performance (Amabile, 1989), whereas in other research it was also shown to possibly trigger negative affective reactions and withdrawal of some group members (Ely, 1994;Maznevski, 1994). Similar mixed results appear on the relationship of sex composition, group size and group performance (Ely & Thomas, 2001;Krause & Stark, 2010;Orlitzky & Benjamin, 2003).…”

“…Such acts of domination may result in withdrawal of others from collaboration and thus hinder learning. This may especially happen in a statistics course (Krause & Stark, 2010).…”

“…The task for each team was to identify a real-life managerial problem and solve it by using appropriate statistical data analysis tools. Earlier research indicates mostly positive but also some negative results about the effects of collaboration on learning performance (Griffin, Griffin, & Llewllyn, 2004;Krause & Stark, 2010;Orlitzky & Benjamin, 2003). It seems that the effects of competition on students' learning performance can be negative (Lam, Yim, Lay, & Cheung, 2004;Wang & Yang, 2003).…”