Reflection amplifiers in self-regulated learning

Abstract

The stimulation of reflection during learning is the core concern of this disserta-tion. It explores to what extent short and repeated incentives can support stu-dents to think about their learning processes while these progress. The prompts investigated in this dissertation are called “reflection amplifiers” (RAs). They are displayed to the learner as compact, structured and frequent interruptions of the learning flow. These tinglings for reflection intend to raise the conscious-ness of various aspects of learning. RAs are deliberately interspersed within the study material in order to operate a close connection between ongoing learning and reflection on this learning. The goal of the dissertation is to establish attributes and usage of these artefacts and to evaluate their effects on learning, learn-ing experience, and the degree of reflection.The main findings from this dissertation about the use of RAs in formal tuition are: • the classification framework designed for this dissertation can differen-tiate RAs according to two attributes: the type of interaction requested from student to stimulate reflection and the target type of reflection; • by conveying reflection on learning while learning, RAs can help to de-velop the meta-cognitive awareness of reflective academic skills and contribute to learner’s “professional development”; • no direct effect of RAs on performance has been established. RAs how-ever positively influence dimensions of the learning experience: per-ceived intensity of reflection, sense of control, feeling of learning, time on task, quality of insight into oneself-as-a-learner, physiological indi-cators and narratives of learning; • the effects mentioned above have been observed in a variety of experi-mental contexts. Thereby, this dissertation pinpoints universal tenets of a reflective approach to learning.