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Supporting reflection in technology-enhanced learning
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DOI：10.1016/j.edurev.2013.11.003.png)
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Abstract
En 中文
Reflection has been regarded as a process that leads to deeper learning and a more complex and integrated knowledge structure. Various studies argue that reflection is more effective when given specific support. Technology-enhanced learning environments are recognised as effective facilitators that support students' learning. This study reviews the reflection support that research papers from the past six years (2007-2012) have introduced in the context of technology-enhanced learning. Three support types are distinguished: technical tools, technical tools with predefined guidance, and technical tools with human interaction guidance. Most of the analysed articles relied on empirical evidence about the effectiveness of reflection support. Some articles gave only argumentative discussion to justify how reflection should be supported. It was showed that all these types of support could have a positive effect on reflection; however, not all the studies found positive effect. (C) 2013 Elsevier Ltd. All rights reserved.
Keywords:
Reflection support
Technology-enhanced learning
Inquiry learning
Learning environments
Literature review
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