Effects of Adaptive Reflection Teaching Strategies on Learners' Reflection Levels in a Web-Based Learning Environment

摘要

Reflection plays an important role in improving learning performance. Hence, this study attempts to explore whether learners’ reflection levels can be improved when reflection teaching strategies fit with learners’ thinking styles in a web-based learning environment. Three reflection teaching strategies, namely constructive, guiding, and inductive, were designed to match with three thinking styles, namely legislative, executive, and judicial respectively. A web-based reflection learning system was subsequently developed for this purpose. An experiment was then conducted where the learners were classified into fit or non-fit group according to analyze whether there was a good fit between the given reflection teaching strategies and learners’ thinking styles. A total of 223 graduate and undergraduate students participated in the experiment. The results revealed that the reflection levels of the fit group had better improvement of reflection levels than the non-fit group.