Using online self-reflection for engaging students in learning

Tan, S. (Speaker), Teoh, L. (Speaker)

Activity: Talk or presentation typesOral presentation


Financial Risk Management and Taxation are the two highly technical and complex subjects. The complexity arises when students are required to integrate their knowledge of different topics to work out a problem-solving task. The number of elements and the degree of interaction among these individual topics will determine the complexity of a task (van Merriënboer and Kirschner, 2017). When the students are trying to solve these task-oriented problems, they are engaged in the so-called instrumental learning that significantly involves self-reflection (Mezirow, 1990). In other words, self-reflection is a key aspect of learning the complex subjects.

Most students are inadequately equipped with the skills required to self-regulate their learning especially when these students live in the world of technology (Zimmerman, 2002). Students do not normally reflect on their understanding or learning progress until after the assessment period. That is too late for any remedial actions to be taken. Therefore, instead of capturing a snapshot reflection at the end of the semester, we employ a more proactive and dynamic approach to collecting online self-reflection feedback on a weekly basis, as a means of enhancing students’ engagement with their learning progress.
Period7 Jun 2018
Held atUniversity of Winchester Learning and Teaching Conference
Event typeConference
LocationWinchester, United Kingdom