Designing for students’ self-reflection in online learning settings : A mixed method study
Abstract: Shifting from traditional face-to-face education to online mode of education (or online learning) presents several challenges, such as increased difficulty for students to get immediate feedback and lack of social interaction. To tackle these challenges, supporting learners' self-reflection process is seen to be crucial to help students achieve academic success. Students in higher academic institutions are generally not exposed during their education to self-reflection, and it is a skill that teachers consider many students lack. However, there is a lack of studies that focus on self-reflection in online environments. In this paper we aim to investigate in what ways can online learning platforms support university students’ self-reflection. In this study a self-reflection tool was developed for an online environment and evaluated through a set of iterations in a mixed method approach. A total of three iterations were conducted, with their respective evaluations. Results show that participants perceived a clear improvement of their learning process through self-reflection. Findings also show that there are a few requirements not present in traditional self-reflection tools, which suggest a clear need for self-reflective methods tailored to learners' needs.
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