Teaching Reflective Learning in Higher Education

A Systematic Approach Using Pedagogic Patterns

  • Mary Elizabeth Ryan

Table of contents

  1. Front Matter
    Pages i-x
  2. Conceptual Underpinnings of Reflective Learning

  3. Reflective Learning Across Disciplines

    1. Front Matter
      Pages 29-29
    2. Dean Brough, Michael Ryan
      Pages 31-50
    3. Evan Jones, Mary Ryan
      Pages 51-64
    4. Erin O’Connor, Patricia Obst, Michele Furlong, Julie Hansen
      Pages 77-91
    5. Sue Taylor, Mary Ryan
      Pages 111-126
    6. Jimi Bursaw, Megan Kimber, Louise Mercer, Suzanne Carrington
      Pages 153-169
  4. Pedagogical Integration of Reflective Learning

  5. Back Matter
    Pages 229-234

About this book


This book is about understanding the nature and application of reflection in higher education. It provides a theoretical model to guide the implementation of reflective learning and reflective practice across multiple disciplines and international contexts in higher education. The book presents research into the ways in which reflection is both considered and implemented in different ways across different professional disciplines, while maintaining a common purpose to transform and improve learning and/or practice.
Readers will find this book innovative and new in three key ways. First, in its holistic theorisation of reflection within the pedagogic field of higher education; Secondly, in conceptualising reflection in different modes to achieve specific purposes in different disciplines; and finally, in providing conceptual guidance for embedding reflective learning and reflective practice in a systematic way across whole programmes, faculties or institutions in higher education. The book considers important contextual factors that influence the teaching of forms and methods of reflection. It provides a functional analysis of multiple modes of reflection, including written, oral, visual, auditory, and embodied forms. Empirical chapters analyse the application of these modes across disciplines and at different stages of a programme. The theoretical model accounts for students’ stage of development in the disciplinary field, along with progressive and cyclical levels of higher order thinking, and learning and professional practice that are expected within different disciplines and professional fields.     


Higher Education Reflection across disciplines Reflective learning in Higher Education pattern languages pedagogical patterns higher education professional education reflection higher education reflective learning reflective practice

Editors and affiliations

  • Mary Elizabeth Ryan
    • 1
  1. 1.Queensland University of TechnologyBrisbaneAustralia

Bibliographic information