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Enhancing Reflection within Situated Learning

Part of the book series: SpringerBriefs in Educational Communications and Technology ((BRIEFSECT))

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Abstract

Designing instruction for situated learning can be challenging, as authentic environments are often unpredictable and vary greatly across situations and discipline. To support situated learners in facing these ill-structured problems and unique environments, it has been suggested that it is essential to develop skills that transfer across environments. The ability to mindfully reflect-in-action is one such skill. This chapter presents the rationale and methods behind the development of a model to use mindfulness as an instructional strategy to enhance learners’ abilities to reflect on their actions within a situated learning environment.

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Authors and Affiliations

  1. Edward Via College of Osteopathic Medicine, Carolinas Campus, Spartanburg, SC, USA

    Alexis M. Stoner

  2. School of Education, Virginia Tech School of Education, Blacksburg, VA, USA

    Katherine S. Cennamo

Authors
  1. Alexis M. Stoner
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  2. Katherine S. Cennamo
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Stoner, A.M., Cennamo, K.S. (2018). Introduction. In: Enhancing Reflection within Situated Learning. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-70326-8_1

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  • DOI: https://doi.org/10.1007/978-3-319-70326-8_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-70325-1

  • Online ISBN: 978-3-319-70326-8

  • eBook Packages: EducationEducation (R0)

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