Using technology to foster reflection in higher education

Abstract

Technology-facilitated learning is quickly becoming mainstream in most higher education institutions. Simultaneously, although not necessarily related, tertiary administrators are calling for students exiting university to exhibit the capacity for reflection and higher order thinking. Instructors, therefore, are faced with two challenges: implementing technology and increasing reflective learning. This paper argues that technology can be used to help instructors in this feat. Technology-facilitated learning offers many opportunities for students to engage in reflective tasks, if implemented properly. Ensuring conditions for promoting reflection, as outlined in the literature, are present, will yield successful changeovers for instructors beginning to use technology, instead of traditional face-to-face methods, to foster high levels of reflection and deep learning in their classrooms.