Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 606-624 |
| Number of pages | 19 |
| Journal | Interactive LearnIng Environments |
| Volume | 24 |
| Issue number | 3 |
| Early online date | 6 May 2014 |
| DOIs | |
| Publication status | Published - 2016 |
Fingerprint
Keywords
- Reflection
- reflection breaks
- pausing
- learning
- online
- experience
- 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
- metacognitive training
- Liferay
- portlets
- evolutionary psychology
- time on task
Cite this
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Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance. / Verpoorten, Dominique; Westera, Wim.
In: Interactive LearnIng Environments, Vol. 24, No. 3, 2016, p. 606-624.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance
AU - Verpoorten, Dominique
AU - Westera, Wim
PY - 2016
Y1 - 2016
N2 - The purpose of this article is to gain an 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 standardized control trial with two 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.
AB - The purpose of this article is to gain an 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 standardized control trial with two 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.
KW - Reflection
KW - reflection breaks
KW - pausing
KW - learning
KW - online
KW - experience
KW - reflection prompts
KW - reflection support
KW - online formal learning
KW - self-instruction
KW - embedded prompts
KW - learning dashboard
KW - data mirroring
KW - student sets the test strategy
KW - pausing principle
KW - self-assessment
KW - feeling of learning
KW - metacognitive training
KW - Liferay
KW - portlets
KW - evolutionary psychology
KW - time on task
U2 - 10.1080/10494820.2014.910531
DO - 10.1080/10494820.2014.910531
M3 - Article
VL - 24
SP - 606
EP - 624
JO - Interactive LearnIng Environments
JF - Interactive LearnIng Environments
SN - 1049-4820
IS - 3
ER -