Supporting reflection in technology-enhanced learning

Kori, Külli; Pedaste, Margus; Leijen, Äli; Mäeots, Mario

doi:10.1016/j.edurev.2013.11.003

Cited by 74 publications

(63 citation statements)

References 52 publications

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“…More recently, Voicethread has been used to student reflection in a higher education context [21,22]. However, the use of audio-visual formats to support reflection is not always effective [17]. For instance, in a case study comparing written and multimedia reflection methods, Holland and Purnell found no evidence that using technology enhanced students' level of reflection and it may actually have hindered the reflective process as narratives were read from a prepared script.…”

Section: Reflection and Technologymentioning

confidence: 99%

See 1 more Smart Citation

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

McNicol

Lewin

Keune

et al. 2014

Lecture Notes in Computer Science

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Abstract. During the Europe-wide iTEC project, student reflection has been supported through the development of two dedicated digital tools: TeamUp and ReFlex. Using these tools, students are able to monitor their progress, thus gaining a greater awareness of their learning achievements and an appreciation of the new skills they have developed. Although TeamUp and ReFlex have been well-received by teachers and students, the use of audio-visual tools to support reflection was novel for most and the project evaluation highlighted the need for detailed guidance if these technologies are to be exploited to their full advantage.

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Section: Reflection and Technologymentioning

confidence: 99%

“…In a practical context, it has been demonstrated that technology can be used effectively to support reflection [17]. Audiovisual formats (eg video, multimedia web applications) are increasingly being used as an effective medium for reflection, particularly for pre-service and practicing teachers [18,19,20].…”

Section: Reflection and Technologymentioning

confidence: 99%

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

McNicol

Lewin

Keune

et al. 2014

Lecture Notes in Computer Science

View full text Add to dashboard Cite

show abstract

“…Research on the use of computer technology in learning, however, has illustrated potential advantages of technical tools for reflection (see for a review, Kori, Pedaste, Leijen, & Mäeots, 2014). Most of the research emphasizes writing text with computers for reflection.…”

Section: Introductionmentioning

confidence: 99%

Mobile apps for reflection in learning: A design research in K‐12 education

Leinonen¹,

Keune²,

Veermans

et al. 2014

Brit J Educational Tech

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This study takes a design-based research approach to explore how applications designed for mobile devices could support reflection in learning in K-12 education. Use of mobile devices is increasing in schools. Most of the educational apps support single-person use of interactive learning materials, simulations and learning games. Apps designed to correspond to collaborative learning paradigms, such as collaborative progressive inquiry or projectbased learning, are scarce. In these pedagogical approaches, reflection plays an important role. This paper presents a design-based research study of mobile device apps, ReFlex and TeamUp, that are specifically designed for use in student-centred and collaborative school learning, in which continuous reflection is an important part of the learning process. The design of the apps has relied on earlier research on digital tools for reflection and research about mobile devices in classroom learning. The design of the apps was accomplished as part of the qualitative designbased research conducted with a total of 165 teachers in 13 European countries. As a characteristic for a designbased research, the results of the study are twofold: practical and theoretical. The apps designed, ReFlex and TeamUp, are practical results of the qualitative research carried out in schools with teachers and students to understand the design challenges and opportunities in schools, to renew their pedagogical practices and to take new tools in use. To understand better the capacity of the apps to facilitate reflection, we analysed the apps in light of earlier studies concerning the levels of reflection that digital tools may support and categorizations of affordances that mobile device apps may provide for classroom learning. Our research indicates that there is potential for fostering the practice of reflection in classroom learning through the use of apps for audio-visual recordings.

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“…Teaching innovations in the area of reflection for professional development include online technologies (for example blogs) which provide a virtual space for reflection which can be accessed by peers and tutors alike (Chretien, Goldman, & Faselis, 2008). A recent review of the supports for student reflection in technology-enhanced learning identified that pre-defined guidance and human-intervention guidance can both act as a positive support for high-quality reflection (Kori, Pedaste, Leijen, & Mäeots, 2014). The review advises that some kind of mechanism should be designed to guide learners in 'focusing on critical points' while engaging in reflective practice.…”

Section: Introductionmentioning

confidence: 99%

“…As an additional positive support, the current research proposed to investigate whether a better appreciation of graduate attributes may help the students to focus on these as 'critical points' (Kori et al, 2014) upon which to frame their work based experiences and consequently improve and deepen their reflective writing, and also their employability. This paper will discuss the results of a comparative thematic analysis of the reflective blog assessments of a control group (CG) from 2013/14 and a research group (RG) in 2014/15 to determine the effect of emphasising graduate attributes in the curriculum on their subsequent work-placement reflective writings.…”

Section: Introductionmentioning

confidence: 99%

Work placement reflective assessments and employability enhanced through highlighting graduate attributes.

Dunne¹

2017

JTLGE

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This paper reports on a study which investigated the effect of activities to promote awareness of specific prioritised graduate attributes on the quality of reflection displayed in student work-placement reflective blog assessments. The focus of the paper is on the results from a thematic analysis of reflective writing assisted by NVivo software from a control and research group, using the a priori codes of 'reflection' and 'graduate attributes', as part of a Participatory Action Research study. The findings show an increase in reflection associated with graduate attributes in the research group compared to the control group. More importantly, there is evidence of an increase in the variety of graduate attributes being discussed by the research group, with the specifically prioritised attributes featuring most frequently. Additionally, the research group were much more likely to explicitly identify the skill or attribute by name. This shows that activities that emphasise graduate attributes within a curriculum in advance of entering an internship or work-placement can help students by providing a focal point to frame their work-placement experiences in their reflective assessments. Students have an increased tendency to frame their placement experiences in terms of graduate attributes, as well as core skills developed in the curriculum. This consequently broadens their reflection and advances their employability, particularly initially securing employment, through improved articulation and evidencing of their transferable skills. It also provides a means of assessing the development of graduate attributes, which is a challenging but necessary academic task in a modern professional curriculum.

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Supporting reflection in technology-enhanced learning

Cited by 74 publications

References 52 publications

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

Facilitating Student Reflection through Digital Technologies in the iTEC Project: Pedagogically-Led Change in the Classroom

Mobile apps for reflection in learning: A design research in K‐12 education

Work placement reflective assessments and employability enhanced through highlighting graduate attributes.

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