Scaffolding student reflection for experience-based learning: a framework

• Published in: Teaching in higher education Vol. 18; no. 4; pp. 401 - 413
• Main Authors: Coulson, Debra, Harvey, Marina
• Format: Journal Article
• Language: English
• Published: Abingdon Taylor & Francis Group 01.05.2013; Taylor & Francis Ltd
• Subjects: experience-based learning; Experiential learning; Higher Education; Instructional scaffolding; learning; reflection; Reflective practice; scaffolding; Scaffolding (Teaching technique); teaching
• ISSN: 1356-2517; 1470-1294
• DOI: 10.1080/13562517.2012.752726

Reflection is widely posited as a professional practice and process that supports students to learn through experience. Effective reflection for learning through experience requires a high level of introspection and open-minded self-analysis, a capacity for abstract learning, and self-regulation and agency that few students in higher education innately possess. Reflection can, however, be learnt and taught through strategic interventions and careful scaffolding. This paper outlines a new framework for scaffolding reflection for learning through experience. The framework was developed by the authors as a scaffolding aid to develop teachers' ability to effectively incorporate reflection into experience-based learning curriculum in higher education. The authors contend that scaffolding reflection during each of four learning phases will positively contribute to learning through experience.