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Using Video of Student-Client Interactions to Engage Students in Reflection and Peer Review
ARTICLE

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JUTLP Volume 12, Number 4, ISSN 1449-9789

Abstract

Employers in the 21st century seek graduates with a demonstrated ability to be independent, self-managing, lifelong learners. In this paper the authors explore student responses to a tutorial activity designed to promote lifelong learning skills. The activity is framed around situated learning theory, and capitalises on the affordances of video and a structured reflective process to extend opportunities for students to learn from their authentic clinical practicum experiences; enhance student skills in reflection, evaluation and feedback; and promote self-efficacy and lifelong learning.

Citation

Lewis, A., Moore, C. & Nang, C. (2015). Using Video of Student-Client Interactions to Engage Students in Reflection and Peer Review. Journal of University Teaching and Learning Practice, 12(4),. Retrieved October 21, 2019 from .

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