This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence of students' work suggests that Hong Kong Chinese learners are as capable as Western students to adapt to modes of learning and assessment requiring a reflective, deep learning approach.
|Number of pages||11|
|Journal||Innovations in Education and Teaching International|
|Publication status||Published - May 2011|
- Confucian heritage culture
- Reflective learning
ASJC Scopus subject areas