Article (Scientific journals)
Structured reflection breaks embedded in an online course – Effects on learning experience, time on task and performance
Verpoorten, Dominique; Westera, Wim
2014In Interactive Learning Environments
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Keywords :
reflection breaks; reflection prompts; reflection support; online formal learning; self-instruction; embedded prompts; learning dashboard; data mirroring; student sets the test strategy; pausing principle; self-assessment; feeling of learning; time on task; meta-cognitive training; Liferay; portlets; evolutionary psychology
Abstract :
[en] The purpose of this paper is to gain insight into the effects of practicing short, frequent and structured reflection breaks interspersed with the learning material in a computer-based course. To that end, the study sets up a standardised control trial with 2 groups of secondary-school pupils. The study shows that, while performance is not affected by these embedded “reflection rituals”, they significantly impact time on task and perceived learning. The study also suggests that the exposure to such built-in opportunities for reflection modifies the engagement with the content and fosters the claimed readiness for application of a similar reflective approach to learning in other occasions.
Disciplines :
Education & instruction
Author, co-author :
Verpoorten, Dominique  ;  Université de Liège - ULiège > Pédagogie de l'Enseignement supérieur > IFRES
Westera, Wim;  Open Universiteit Nederland > Welten Institute
Language :
English
Title :
Structured reflection breaks embedded in an online course – Effects on learning experience, time on task and performance
Publication date :
May 2014
Journal title :
Interactive Learning Environments
ISSN :
1049-4820
Publisher :
Routledge, Abingdon, United Kingdom
Peer reviewed :
Peer Reviewed verified by ORBi
Commentary :
Verpoorten, D., & Westera, W. (2014). Structured reflection breaks embedded in an online course – Effects on learning experience, time on task and performance. Interactive Learning Environments. DOI:10.1080/10494820.2014.910531
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