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UAL Research Online

Using technology for enhancing reflective writing, metacognition and learning

Mair, Carolyn (2012) Using technology for enhancing reflective writing, metacognition and learning. Journal of Further and Higher Education, 36 (2). pp. 147-167. ISSN 0309-877X

Type of Research: Article
Creators: Mair, Carolyn

There exists broad agreement on the value of reflective practice for personal and professional development. However, many students in higher education (HE) struggle with the concept of reflection, so they do not engage well with the process, and its full value is seldom realised. An online resource was developed to facilitate and structure the recording, storage and retrieval of reflections with the focus on facilitating reflective writing, developing metacognitive awareness and, ultimately, enhancing learning. Ten undergraduate students completed a semi-structured questionnaire prior to participating in a focus group designed to elicit a common understanding of reflective practice. They maintained reflective practice online for 6 weeks and participated in post-study individual interviews. Findings provide evidence for the positive acceptance, efficiency and effectiveness of the intervention. Using a structured approach to online reflective practice is empowering and ultimately enhances undergraduate learning through the development of metacognition.

Official Website: http://dx.doi.org/10.1080/0309877X.2011.590583
Keywords/subjects not otherwise listed: reflection, metacognitive, learning, higher education, teaching and learning research
Publisher/Broadcaster/Company: Taylor & Francis
Your affiliations with UAL: Colleges > London College of Fashion
Date: 2012
Digital Object Identifier: 10.1080/0309877X.2011.590583
Date Deposited: 01 Oct 2013 14:16
Last Modified: 02 Aug 2016 14:26
Item ID: 6016
URI: https://ualresearchonline.arts.ac.uk/id/eprint/6016

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