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Reflexive practice to enhance student learning


 
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1. Title Title of document Reflexive practice to enhance student learning
 
2. Creator Author's name, affiliation, country Joanne Roebuck; Law School James Cook University; Australia
 
3. Subject Discipline(s) Law
 
3. Subject Keyword(s) reflection, reflexive practice, deep learning, literacy, first year law student, learning activity, engagement, student retention, constructive alignment, graduate attributes
 
4. Description Abstract This paper reports on the use of reflexive practice activities designed to enhance learning for first year law students at James Cook University, Australia. The paper considers various aspects of student learning and explores connections between reflexive practice and concepts such as deep learning, understanding, motivation and engagement, and identifies abilities developed by reflexive practice. The paper explores terms such as reflection, reflexivity and reflexive practice, and provides a context, justification and rationale for incorporation of reflexive practice in university curriculum to enhance learning. A description of reflexive practice, informed by Prpic (2005) and adapted for student learning is offered. Learning activities which incorporate reflexive practice are described and potential problems are highlighted.
 
5. Publisher Organizing agency, location Queensland University of Technology
 
6. Contributor Sponsor(s)
 
7. Date (YYYY-MM-DD) 2007-02-18
 
8. Type Status & genre Peer-reviewed Article
 
8. Type Type case study
 
9. Format File format PDF
 
10. Identifier Uniform Resource Identifier https://www.jld.edu.au/article/view/30
 
10. Identifier Digital Object Identifier http://dx.doi.org/10.5204/jld.v2i1.30
 
11. Source Title; vol., no. (year) Journal of Learning Design; Vol 2, No 1 (2007)
 
12. Language English=en en
 
13. Relation Supp. Files
 
14. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
15. Rights Copyright and permissions Copyright (c)