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Reflexive pedagogies: dialogue, task options, feedback loops, and mixed knowledge processes in blended delivery

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 1 claim rests on one study

Description

Getsmart's learning activities were "driven by reflexive pedagogies" comprising four design characteristics: "a) activities which encouraged dialogue and group collaboration; b) a range of task options which catered for learner diversity; c) a feedback loop to facilitate learning, and d) activities which represented a mix of knowledge acquisition processes." The discussion maps these onto cognitive apprenticeship methods such as coaching, scaffolding, and articulation through online chat.

Design Implications

Context

Requirements

  • Web-based lessons, tests, online chats, and interactive activities must be linked to the four reflexive design characteristics

Constraints

Target Learners

  • secondary school physics students

Learning Goals

  • physics concept understanding and complex reasoning

Claims

Examples

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Key Sources

  • Chandra, Vinesh & Watters, James J. (2012). Re-thinking physics teaching with web-based learning. Computers and Education, 58(1), 631-640. https://doi.org/10.1016/j.compedu.2011.09.010
Page metadata
Field Value
type design
id reflexive-pedagogies-support-blended-learning-delivery
title Reflexive pedagogies: dialogue, task options, feedback loops, and mixed knowledge processes in blended delivery
description Getsmart's learning activities were "driven by reflexive pedagogies" comprising four design characteristics: "a) activities which encouraged dialogue and group collaboration; b) a range of task options which catered f...
status review
generated by process:settle-candidates on 2026-10-29
trust unverified — no one has confirmed this page's content
sources 1 — chandra-2012

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