Facilitating Reflective Learning in Higher Education

Part I Learning and reflection
Our themes
Learning philosophies and principles
What is learning? – A review of learning theories
Requirements for reflection
Reflection and reflective practice

Part II Facilitating learning and reflective practice
Academic practice and learning
Methods of reflection for tutors
Methods and assessment of reflective learning
Becoming a facilitator: Enabling reflective learning
Facilitation in practice: Basic skills
Facilitation in practice: Further skills

Part III Exemplars
Action learning (learning sets)
Academic supervision
Mentoring
Conclusion

“This is a passionate and practical book”
Teaching in Higher Education

“This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.”
Studies in Higher Education

This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years.

Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.