Reflection in example- and problem-based learning: effects of reflection prompts, feedback and cooperative learning

Abstract

Abstract To examine the effects of reflection prompts, elaborated feedback and cooperation on learning and reflection, two experimental studies were conducted. For both studies, an example- and problem-based e-learning environment on correlation was used. In Study 1, 57 university students were randomly assigned to two conditions: with reflection prompts that asked students to give reasons for their decisions and without reflection prompts. The intervention promoted learning, and the students' reasons indicated substantial reflective processes. In Study 2, 137 university students were randomly assigned to four conditions: individual learning with or without feedback intervention and dyadic learning with or without feedback intervention. The feedback intervention clearly enhanced learning outcomes, whereas cooperative learning had no significant effect on learning. Perceived reflection was high in all groups, differences were nonsignificant.