Using reflection triggers while learning in an online course

Dominique Verpoorten*, Wim Westera, Marcus Specht

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    This paper reports about a controlled experiment on the effects of three types of reflection triggers in an online course. 54 volunteers, distributed in 5 groups, used these structured opportunities for reflection during learning. Results show that reflection triggers were extensively employed by the test persons and were perceived as quite useful to reflection and learning. Test persons in the experimental groups reported significantly more reflective prompting and more intensive reflection than those in the control group. In contrast, no positive effects on learner performance and retention could be established. This paradox elicits different possible explanations which are discussed in the light of the common pedagogical claim that more thoughtful approaches to learning should be promoted.
    Original languageEnglish
    Pages (from-to)1030-1040
    Number of pages11
    JournalBritish Journal of Educational Technology
    Issue number6
    Early online date7 Dec 2011
    Publication statusPublished - 21 Nov 2012


    • reflection
    • reflective learning
    • self-assessment
    • annotations
    • indicators
    • meta-learning
    • meta-cognition
    • reflection amplifiers
    • reflection triggers
    • COLLES questionnaire
    • MAI
    • awareness
    • Jakob Nielsen
    • Schön


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