Encouraging students to reflect as part of the assignment process: Student responses and tutor feedback

Active Learning in Higher Education

Volumn 1, Issue 1, 2000, Pages 79-92

  Thorpe, Mary ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

assessment; course design; distance open; feedback; lear ning; metaco gnition; reflection

Indexed keywords

EID: 84992806430     PISSN: 14697874     EISSN: None     Source Type: Journal    
DOI: 10.1177/1469787400001001006     Document Type: Article

References (9)

1. BOUD, D., KEOGH, R. & WALKER, D. (eds) (1985) Reflection: Turning Experience into Learning. London: Kogan Page.
2. BOUD, D. & WALKER, D. (1998) “Promoting Reflection in Professional Courses: The Challenge of Context”, Studies in Higher Education 23(2): 191-206.
3. DAVIS, J. (1987) “Teaching by Correspondence in Mathematics”, in M. Thorpe & D. Grugeon (eds) Open Learning for Adults. Harlow: Longman.
4. FLAVELL, J. H. (1979) “Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry”, American Psychologist 34(10): 906-911.
5. KOLB, D. (1984) Experiential Learning. Englewood Cliffs, NJ: Prentice-Hall.
6. MASON, J. (1993) “Learning from Experience in Mathematics”, in D. Boud, R. Cohen & D. Walker (eds) Using Experience for Learning. Buckingham: SRHE and Open University Press.
7. THORPE, M. (1995) “Reflective Learning in Distance Education”, European Journal of Psychology of Education 10(2).
8. WALKER, M. (2000) “Learning How to Learn in a Technology Course: A Case Study”, Open Learning 15(2).
9. WEIL, S. W. & MCGILL, I. (eds) (1989) Making Sense of Experiential Learning. Milton Keynes: SRHE and Open University Press.