Reflexive practice: to enhance student learning
Roebuck, Joanne (2007) Reflexive practice: to enhance student learning. Journal of Learning Design, 2 (1). pp. 77-91.
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This paper reports on the use of reflexive practice activities designed to enhance learning for first year law students at James Cook University, Australia. The paper considers various aspects of student learning and explores connections between reflexive practice and concepts such as deep learning, understanding, motivation and engagement, and identifies abilities developed by reflexive practice. The paper explores terms such as reflection, reflexivity and reflexive practice, and provides a context, justification and rationale for incorporation of reflexive practice in university curriculum to enhance learning. A description of reflexive practice, informed by Prpic (2005) and adapted for student learning is offered. Learning activities which incorporate reflexive practice are described and potential problems are highlighted.
|Item Type:||Article (Refereed Research - C1)|
Published manuscripts in the Journal of Learning Design are protected by the Creative Commons licensing: Attribution-Noncommercial-No Derivative Works 2.0 Australia. http://creativecommons.org/licenses/by-nc-nd/2.0/au/
|Keywords:||teaching strategies, legal education, reflection, reflexive practice, deep learning, literacy, first year law student, learning activity, engagement, student retention, constructive alignment, graduate attributes|
|FoR Codes:||13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|
|Deposited On:||28 Aug 2009 15:17|
|Last Modified:||02 Nov 2012 09:03|
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