{"id":6,"date":"2021-02-04T21:23:03","date_gmt":"2021-02-05T02:23:03","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/2021\/02\/04\/appendix\/"},"modified":"2021-02-07T12:35:17","modified_gmt":"2021-02-07T17:35:17","slug":"appendix","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.bccampus.ca\/reflectingwithpurpose\/back-matter\/appendix\/","title":{"raw":"Reference List","rendered":"Reference List"},"content":{"raw":"
    \r\n \t
  1. Boud, D., Keogh, R., & Walker, D. (Eds) (1985). Reflection: Turning Experience into Learning<\/em>. New York: Routledge.<\/li>\r\n \t
  2. Sch\u00f6n, D. A. (2017). The Reflective Practitioner: How Professionals Think in Action<\/em>. New York: Routledge.<\/li>\r\n \t
  3. Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: an overview. ZDM<\/em>, 51<\/em>(4), 565\u2013575.<\/li>\r\n \t
  4. Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship?<\/a> Advances in Health Sciences Education<\/em>, 16<\/em>(4), 529.<\/li>\r\n \t
  5. O\u2019Connell, T. S., & Dyment, J. E. (2016). \u2018I\u2019m just not that comfortable with technology\u2019: student perceptions of and preferences for Web 2.0 technologies in reflective journals. Journal of Further and Higher Education<\/em>, 40<\/em>(3), 392\u2013411.<\/li>\r\n \t
  6. Rose, E. J., Sierschynski, J., Bj\u00f6rling, E. A. (2016). Reflecting on Reflections: Using Video in Learning Reflection to Enhance Authenticity<\/a>. The Journal of Interactive Technology and Pedagogy, 9<\/em>.<\/li>\r\n \t
  7. OECD Future of Education and Skills 2030. (2018). The Future of Education and Skills: Education 2030. Position paper<\/em><\/a>. OECD.<\/li>\r\n \t
  8. Dignath, C., & B\u00fcttner, G. (2018). Teachers\u2019 direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes \u2013 insights from video-based classroom observations and teacher interviews<\/a>. Metacognition and Learning<\/em>, 13<\/em>(2), 127\u2013157.<\/li>\r\n \t
  9. Blomgren, C. (2017). Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom. In Ostashewski, N., Howell, J., & Cleveland-Innes, M. (Eds.),\u00a0Optimizing K-12 Education through Online and Blended Learning<\/em>(pp. 74-92). IGI Global.<\/li>\r\n \t
  10. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.<\/a> American Psychologist, 34(10), 906-911. <\/em><\/li>\r\n \t
  11. OECD Future of Education and Skills 2030. (2019). Anticipation-Action-Reflection Cycle for 2030. Concept Note<\/em><\/a>. OECD.<\/li>\r\n \t
  12. Dewey, J. (1909). How we think<\/em><\/a>. Boston: D.C. Heath.<\/li>\r\n \t
  13. Kalpana, T. (2014). A Constructivist Perspective on Teaching and Learning: A Conceptual Framework<\/a>. International Research Journal of Social Sciences<\/em>, 3<\/em>(1), 27\u201329.<\/li>\r\n \t
  14. Bonk, C. J. (2009). The World Is Open: How Web Technology Is Revolutionizing Education<\/em>. San Francisco: Jossey-Bass.<\/li>\r\n \t
  15. Skrypnyk, O., Joksimovi\u0107, S., Kovanovi\u0107, V., Dawson, S., Ga\u0161evi\u0107, D., Siemens, G. (2015). The History and State of Blended Learning<\/a>. In George Siemens, Dragan Ga\u0161evi\u0107, & Shane Dawson (Eds.), Preparing for the digital university: a review of the history and current state of distance, blended, and online learning.<\/em> (pp.52-92). Bill & Melinda Gates Foundation.<\/li>\r\n \t
  16. van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom<\/a>. Computers in Human Behavior<\/em>, 108<\/em>, 106318.<\/li>\r\n \t
  17. Deekens, V. M., Greene, J. A., & Lobczowski, N. G. (2018). Monitoring and depth of strategy use in computer-based learning environments for science and history. British Journal of Educational Psychology<\/em>, 88<\/em>(1), 63\u201379.<\/li>\r\n \t
  18. Van Laer, S., & Elen, J. (2017). In search of attributes that support self-regulation in blended learning environments<\/a>. Education and Information Technologies<\/em>, 22<\/em>(4), 1395\u20131454.<\/li>\r\n \t
  19. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview<\/a>. Theory Into Practice<\/em>, 41<\/em>(2), 64\u201370.<\/li>\r\n \t
  20. Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects<\/a>. American Educational Research Journal<\/em>, 45<\/em>(1), 166\u2013183.<\/li>\r\n \t
  21. Butler, D. (2015). Metacognition and self-regulation in learning. In D. Scott & E. Hargreaves (Eds.), The SAGE Handbook of Learning<\/em>(pp. 291-309). SAGE Publications Ltd.<\/li>\r\n \t
  22. Winne, P. H. (2017). Cognition and Metacognition within Self-Regulated Learning. In Patricia A. Alexander, Dale H. Schunk, & Jeffrey A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance. <\/em>(pp. 36\u201348). New York: Routledge.<\/li>\r\n \t
  23. Zimmerman, B. J. & Moylan, A. R. (2009). Self-Regulation: Where Metacognition and Motivation Intersect<\/a>. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education<\/em> (259-277). New York: Routledge.<\/li>\r\n \t
  24. Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review<\/em>, 17<\/em>(2), 187\u2013202.<\/li>\r\n \t
  25. Johnson, G., & Davies, S. (2014). Self-regulated learning in digital environments: theory, research, praxis<\/a>. British Journal of Research<\/em>, 1<\/em>(2), 1\u201314.<\/li>\r\n \t
  26. Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research<\/a>. Frontiers in Psychology<\/em>, 8<\/em>.<\/li>\r\n \t
  27. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice <\/em>(pp. 277\u2013304). London: Lawrence Erlbaum Associates.<\/li>\r\n \t
  28. Winne, P. H. & Nesbit, J. C. (2009). Supporting Self-Regulated Learning with Cognitive Tools. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education<\/em> (259-277). New York: Routledge.<\/li>\r\n \t
  29. Van der Stel, M., & Veenman, M. V. J. (2014). Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective. European Journal of Psychology of Education<\/em>, 29<\/em>(1), 117\u2013137.<\/li>\r\n \t
  30. Tanner, K. D. (2012). Promoting Student Metacognition<\/a>. CBE Life Sciences Education<\/em>, 11<\/em>(2), 113\u2013120.<\/li>\r\n \t
  31. Cavilla, D. (2017). The Effects of Student Reflection on Academic Performance and Motivation.<\/a> SAGE Open<\/em>, 7<\/em>.<\/li>\r\n \t
  32. Van Velzen, J. H. (2017). Eleventh-Grade High School Students\u2019 Accounts of Mathematical Metacognitive Knowledge: Explicitness and Systematicity. International Journal of Science and Mathematics Education<\/em>, 14<\/em>(2), 319\u2013333.<\/li>\r\n \t
  33. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K., & Mayer, R. E. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching<\/em>.<\/a> San Francisco: Jossey-Bass.<\/li>\r\n \t
  34. Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners\u2019 self-regulated learning in Massive Open Online Courses<\/a>. Computers & Education<\/em>, 146<\/em>, 103771.<\/li>\r\n \t
  35. Verpoorten, D., & Westera, W. (2016). Structured reflection breaks embedded in an online course \u2013 effects on learning experience, time on task and performance<\/a>. Interactive Learning Environments<\/em>, 24<\/em>(3), 606\u2013624.<\/li>\r\n \t
  36. Villamizar, A. G., & Mej\u00eda, G. (2019). Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course<\/a>. Reflective Practice<\/em>, 20<\/em>(2), 187\u2013200.<\/li>\r\n \t
  37. Reinholz, D. L. (2016). Developing mathematical practices through reflection cycles. Mathematics Education Research Journal<\/em>, 28<\/em>(3), 441\u2013455.<\/li>\r\n \t
  38. Sarwar, G. S., & Trumpower, D. L. (2015). Effects of conceptual, procedural, and declarative reflection on students\u2019 structural knowledge in physics<\/a>. Educational Technology Research and Development<\/em>, 63<\/em>(2), 185\u2013201.<\/li>\r\n \t
  39. Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM. Higher Education Research & Development<\/em>, 36<\/em>(2), 297\u2013310.<\/li>\r\n \t
  40. Lehmann, T., H\u00e4hnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior<\/em>, 32<\/em>, 313\u2013323.<\/li>\r\n \t
  41. McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors\u2019 teaching and students\u2019 learning. Instructional Science<\/em>, 28<\/em>(5\/6), 363\u2013385.<\/li>\r\n \t
  42. Bannert, M. (2006). Effects of Reflection Prompts When Learning with Hypermedia. Journal of Educational Computing Research<\/em>, 35<\/em>(4), 359\u2013375.<\/li>\r\n \t
  43. Valencia-Vallejo, N., L\u00f3pez-Vargas, O., & Sanabria-Rodr\u00edguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments<\/a>. Knowledge Management & E-Learning: An International Journal<\/em>, 11<\/em>(1), 1\u201319.<\/li>\r\n \t
  44. Moon, J. A. (2006). Learning Journals: <\/em>A Handbook for Reflective Practice and Professional Development, <\/em>2ndEdition. New York: Routledge.<\/li>\r\n \t
  45. Gregory, K., Cameron, C., and Davies, A. (2011).Self-Assessment and Goal Setting<\/em>, 2nd\u00a0Edition. Courtenay, BC: Connections Publishing.<\/li>\r\n \t
  46. Kirk, C., & Pitches, J. (2013). Digital reflection: using digital technologies to enhance and embed creative processes<\/a>. Technology, Pedagogy and Education<\/em>, 22<\/em>(2), 213\u2013230.<\/li>\r\n \t
  47. Parkes, K. A., & Kajder, S. (2010). Eliciting and Assessing Reflective Practice: A Case Study in Web 2.0 Technologies<\/a>. International Journal of Teaching and Learning in Higher Education<\/em>, 22<\/em>(2), 218\u2013228.<\/li>\r\n \t
  48. Kajder, S., & Parkes, K. (2012). Examining Preservice Teachers\u2019 Reflective Practice within and across Multimodal Writing Environments<\/a>. Journal of Technology and Teacher Education<\/em>, 20<\/em>(3), 229\u2013249.<\/li>\r\n \t
  49. Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of Feedback in a Computer-Based Learning Environment on Students\u2019 Learning Outcomes: A Meta-Analysis<\/a>. Review of Educational Research<\/em>, 85<\/em>(4), 475\u2013511.<\/li>\r\n \t
  50. Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81-112.<\/em><\/li>\r\n \t
  51. Ostrow, K. S., & Heffernan, N. T. (2014). Testing the Multimedia Principle in the Real World: A Comparison of Video vs. Text Feedback in Authentic Middle School Math Assignments<\/a>. EDM.<\/em><\/li>\r\n \t
  52. Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology<\/em>, 48<\/em>(5), 1092\u20131105.<\/li>\r\n \t
  53. Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning<\/a>. Educational <\/em>Psychology Review<\/em>, 24<\/em>, 205\u2013249.<\/li>\r\n<\/ol>\r\n ","rendered":"
      \n
    1. Boud, D., Keogh, R., & Walker, D. (Eds) (1985). Reflection: Turning Experience into Learning<\/em>. New York: Routledge.<\/li>\n
    2. Sch\u00f6n, D. A. (2017). The Reflective Practitioner: How Professionals Think in Action<\/em>. New York: Routledge.<\/li>\n
    3. Desoete, A., & De Craene, B. (2019). Metacognition and mathematics education: an overview. ZDM<\/em>, 51<\/em>(4), 565\u2013575.<\/li>\n
    4. Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship?<\/a> Advances in Health Sciences Education<\/em>, 16<\/em>(4), 529.<\/li>\n
    5. O\u2019Connell, T. S., & Dyment, J. E. (2016). \u2018I\u2019m just not that comfortable with technology\u2019: student perceptions of and preferences for Web 2.0 technologies in reflective journals. Journal of Further and Higher Education<\/em>, 40<\/em>(3), 392\u2013411.<\/li>\n
    6. Rose, E. J., Sierschynski, J., Bj\u00f6rling, E. A. (2016). Reflecting on Reflections: Using Video in Learning Reflection to Enhance Authenticity<\/a>. The Journal of Interactive Technology and Pedagogy, 9<\/em>.<\/li>\n
    7. OECD Future of Education and Skills 2030. (2018). The Future of Education and Skills: Education 2030. Position paper<\/em><\/a>. OECD.<\/li>\n
    8. Dignath, C., & B\u00fcttner, G. (2018). Teachers\u2019 direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes \u2013 insights from video-based classroom observations and teacher interviews<\/a>. Metacognition and Learning<\/em>, 13<\/em>(2), 127\u2013157.<\/li>\n
    9. Blomgren, C. (2017). Current Trends and Perspectives in the K-12 Canadian Blended and Online Classroom. In Ostashewski, N., Howell, J., & Cleveland-Innes, M. (Eds.),\u00a0Optimizing K-12 Education through Online and Blended Learning<\/em>(pp. 74-92). IGI Global.<\/li>\n
    10. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.<\/a> American Psychologist, 34(10), 906-911. <\/em><\/li>\n
    11. OECD Future of Education and Skills 2030. (2019). Anticipation-Action-Reflection Cycle for 2030. Concept Note<\/em><\/a>. OECD.<\/li>\n
    12. Dewey, J. (1909). How we think<\/em><\/a>. Boston: D.C. Heath.<\/li>\n
    13. Kalpana, T. (2014). A Constructivist Perspective on Teaching and Learning: A Conceptual Framework<\/a>. International Research Journal of Social Sciences<\/em>, 3<\/em>(1), 27\u201329.<\/li>\n
    14. Bonk, C. J. (2009). The World Is Open: How Web Technology Is Revolutionizing Education<\/em>. San Francisco: Jossey-Bass.<\/li>\n
    15. Skrypnyk, O., Joksimovi\u0107, S., Kovanovi\u0107, V., Dawson, S., Ga\u0161evi\u0107, D., Siemens, G. (2015). The History and State of Blended Learning<\/a>. In George Siemens, Dragan Ga\u0161evi\u0107, & Shane Dawson (Eds.), Preparing for the digital university: a review of the history and current state of distance, blended, and online learning.<\/em> (pp.52-92). Bill & Melinda Gates Foundation.<\/li>\n
    16. van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom<\/a>. Computers in Human Behavior<\/em>, 108<\/em>, 106318.<\/li>\n
    17. Deekens, V. M., Greene, J. A., & Lobczowski, N. G. (2018). Monitoring and depth of strategy use in computer-based learning environments for science and history. British Journal of Educational Psychology<\/em>, 88<\/em>(1), 63\u201379.<\/li>\n
    18. Van Laer, S., & Elen, J. (2017). In search of attributes that support self-regulation in blended learning environments<\/a>. Education and Information Technologies<\/em>, 22<\/em>(4), 1395\u20131454.<\/li>\n
    19. Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview<\/a>. Theory Into Practice<\/em>, 41<\/em>(2), 64\u201370.<\/li>\n
    20. Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects<\/a>. American Educational Research Journal<\/em>, 45<\/em>(1), 166\u2013183.<\/li>\n
    21. Butler, D. (2015). Metacognition and self-regulation in learning. In D. Scott & E. Hargreaves (Eds.), The SAGE Handbook of Learning<\/em>(pp. 291-309). SAGE Publications Ltd.<\/li>\n
    22. Winne, P. H. (2017). Cognition and Metacognition within Self-Regulated Learning. In Patricia A. Alexander, Dale H. Schunk, & Jeffrey A. Greene (Eds.), Handbook of Self-Regulation of Learning and Performance. <\/em>(pp. 36\u201348). New York: Routledge.<\/li>\n
    23. Zimmerman, B. J. & Moylan, A. R. (2009). Self-Regulation: Where Metacognition and Motivation Intersect<\/a>. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education<\/em> (259-277). New York: Routledge.<\/li>\n
    24. Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review<\/em>, 17<\/em>(2), 187\u2013202.<\/li>\n
    25. Johnson, G., & Davies, S. (2014). Self-regulated learning in digital environments: theory, research, praxis<\/a>. British Journal of Research<\/em>, 1<\/em>(2), 1\u201314.<\/li>\n
    26. Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research<\/a>. Frontiers in Psychology<\/em>, 8<\/em>.<\/li>\n
    27. Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice <\/em>(pp. 277\u2013304). London: Lawrence Erlbaum Associates.<\/li>\n
    28. Winne, P. H. & Nesbit, J. C. (2009). Supporting Self-Regulated Learning with Cognitive Tools. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of Metacognition in Education<\/em> (259-277). New York: Routledge.<\/li>\n
    29. Van der Stel, M., & Veenman, M. V. J. (2014). Metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective. European Journal of Psychology of Education<\/em>, 29<\/em>(1), 117\u2013137.<\/li>\n
    30. Tanner, K. D. (2012). Promoting Student Metacognition<\/a>. CBE Life Sciences Education<\/em>, 11<\/em>(2), 113\u2013120.<\/li>\n
    31. Cavilla, D. (2017). The Effects of Student Reflection on Academic Performance and Motivation.<\/a> SAGE Open<\/em>, 7<\/em>.<\/li>\n
    32. Van Velzen, J. H. (2017). Eleventh-Grade High School Students\u2019 Accounts of Mathematical Metacognitive Knowledge: Explicitness and Systematicity. International Journal of Science and Mathematics Education<\/em>, 14<\/em>(2), 319\u2013333.<\/li>\n
    33. Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K., & Mayer, R. E. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching<\/em>.<\/a> San Francisco: Jossey-Bass.<\/li>\n
    34. Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners\u2019 self-regulated learning in Massive Open Online Courses<\/a>. Computers & Education<\/em>, 146<\/em>, 103771.<\/li>\n
    35. Verpoorten, D., & Westera, W. (2016). Structured reflection breaks embedded in an online course \u2013 effects on learning experience, time on task and performance<\/a>. Interactive Learning Environments<\/em>, 24<\/em>(3), 606\u2013624.<\/li>\n
    36. Villamizar, A. G., & Mej\u00eda, G. (2019). Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course<\/a>. Reflective Practice<\/em>, 20<\/em>(2), 187\u2013200.<\/li>\n
    37. Reinholz, D. L. (2016). Developing mathematical practices through reflection cycles. Mathematics Education Research Journal<\/em>, 28<\/em>(3), 441\u2013455.<\/li>\n
    38. Sarwar, G. S., & Trumpower, D. L. (2015). Effects of conceptual, procedural, and declarative reflection on students\u2019 structural knowledge in physics<\/a>. Educational Technology Research and Development<\/em>, 63<\/em>(2), 185\u2013201.<\/li>\n
    39. Hains-Wesson, R., & Young, K. (2017). A collaborative autoethnography study to inform the teaching of reflective practice in STEM. Higher Education Research & Development<\/em>, 36<\/em>(2), 297\u2013310.<\/li>\n
    40. Lehmann, T., H\u00e4hnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior<\/em>, 32<\/em>, 313\u2013323.<\/li>\n
    41. McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors\u2019 teaching and students\u2019 learning. Instructional Science<\/em>, 28<\/em>(5\/6), 363\u2013385.<\/li>\n
    42. Bannert, M. (2006). Effects of Reflection Prompts When Learning with Hypermedia. Journal of Educational Computing Research<\/em>, 35<\/em>(4), 359\u2013375.<\/li>\n
    43. Valencia-Vallejo, N., L\u00f3pez-Vargas, O., & Sanabria-Rodr\u00edguez, L. (2019). Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments<\/a>. Knowledge Management & E-Learning: An International Journal<\/em>, 11<\/em>(1), 1\u201319.<\/li>\n
    44. Moon, J. A. (2006). Learning Journals: <\/em>A Handbook for Reflective Practice and Professional Development, <\/em>2ndEdition. New York: Routledge.<\/li>\n
    45. Gregory, K., Cameron, C., and Davies, A. (2011).Self-Assessment and Goal Setting<\/em>, 2nd\u00a0Edition. Courtenay, BC: Connections Publishing.<\/li>\n
    46. Kirk, C., & Pitches, J. (2013). Digital reflection: using digital technologies to enhance and embed creative processes<\/a>. Technology, Pedagogy and Education<\/em>, 22<\/em>(2), 213\u2013230.<\/li>\n
    47. Parkes, K. A., & Kajder, S. (2010). Eliciting and Assessing Reflective Practice: A Case Study in Web 2.0 Technologies<\/a>. International Journal of Teaching and Learning in Higher Education<\/em>, 22<\/em>(2), 218\u2013228.<\/li>\n
    48. Kajder, S., & Parkes, K. (2012). Examining Preservice Teachers\u2019 Reflective Practice within and across Multimodal Writing Environments<\/a>. Journal of Technology and Teacher Education<\/em>, 20<\/em>(3), 229\u2013249.<\/li>\n
    49. Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of Feedback in a Computer-Based Learning Environment on Students\u2019 Learning Outcomes: A Meta-Analysis<\/a>. Review of Educational Research<\/em>, 85<\/em>(4), 475\u2013511.<\/li>\n
    50. Hattie, J. & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81-112.<\/em><\/li>\n
    51. Ostrow, K. S., & Heffernan, N. T. (2014). Testing the Multimedia Principle in the Real World: A Comparison of Video vs. Text Feedback in Authentic Middle School Math Assignments<\/a>. EDM.<\/em><\/li>\n
    52. Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology<\/em>, 48<\/em>(5), 1092\u20131105.<\/li>\n
    53. Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning<\/a>. Educational <\/em>Psychology Review<\/em>, 24<\/em>, 205\u2013249.<\/li>\n<\/ol>\n

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