Directional Reflection: stimulating the evaluative thinking of students at the university level

Reflection is generally regarded as a core learning activity at the tertiary level. Its influence in shaping programme outcomes, unit/module assessments and academic-taught input emphasises the significance of reflection for students in higher education and for those who teach in the sector. Despite being a common feature across different disciplines and modes, research suggests that many students struggle to understand and engage with the concepts and practices that are associated with reflection. To positively address this, this class note considers how lecturers can use Directional Reflection as a novel and adaptable strategy to stimulate the evaluative thinking of university students as part of the reflective process.