Abstract
This study examines the effects of guided reflection on thelearners’ ability to recall, explain and apply newly acquired principles of instructional design and to investigate their attitude toward the reflection. The results of the regression analysis revealed that the guided reflection had no significant impact on the learners’ posttest performance. Despite these results, eighty‐three percent of the learners perceived a positive impact from the reflections on their ability to recall, understand and apply the covered principles. Continued research is needed to measure the presence and complexity of reflective thinking on learning principles of instructional design.
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