Abstract
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.
| 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 |
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
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Cite this
Verpoorten, D., & Westera, W. (2016). Structured reflection breaks embedded in an online course – effects on learning experience, time on task and performance. Interactive LearnIng Environments, 24(3), 606-624. https://doi.org/10.1080/10494820.2014.910531