Recording and/or writing? Weighing the benefits of reflective practices

Wheeler, Ann
Waltje, Jörg
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Magna Publications

Let’s come right out with it: Reflecting about learning is a commendable practice that should be embedded into any learning experience! For both teachers and students, reflecting is an important practice to make sense of what one has been doing and/or learning. The concept of reflection as an “educative process” dates back to the work of John Dewey (1933), who pointed out that experience alone does not constitute learning; instead, a conscious realization must occur so that an experience can truly become a source of learning. More explicitly, reflective assignments “require students to engage in critical reflection and higher order thinking; they force students to be more open-ended and less prescriptive; and they permit students to be creative and questioning” (Dyment & O’Connell, 2011, p. 92).

Article originally published in Faculty Focus. English. Published Online 2020.
Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/7/23
Classroom videos, Discussion board assignments, Flipgrid, Reflective practices, Student reflection exercises
This is the published version of an article that is available at Recommended citation: Wheeler, A., & Waltje, J. (2020, July 29). Recording and/or writing? Weighing the benefits of reflective practices. Faculty Focus. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.