Abstract
Based on a review of literature, it can be concluded that providing learners with opportunities for reflection within a situated learning environment helps them form abstract conceptualizations and transfer knowledge to future situations. Reflection also helps learners critically analyze their own performance in order to make improvements in strategies applied in the future. Yet currently, there is little guidance within the literature on how to best incorporate reflection to support learners within a situated learning environment. However, there are strategies described within the literature, which, when included in situated learning, have been found to promote reflection. These strategies include building a context and environment that promotes reflection, incorporating social interaction, considering duration and timing of reflection, providing feedback, providing nonlinear navigation, and promoting spontaneous reflection. This chapter will elaborate on each of these strategies and provide methods to support incorporating them into situated learning environments.
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Stoner, A.M., Cennamo, K.S. (2018). Strategies for Reflection in Situated Learning. In: Enhancing Reflection within Situated Learning. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-70326-8_2
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DOI: https://doi.org/10.1007/978-3-319-70326-8_2
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