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Blended Learning Examples

Reflective Learning online

Reflective Learning online

See it in action:

  • Reflective learning

  • Reflective Learning Online 1

    Reflective Learning Online 1

    Part 1: Enquiry Based Learning in Religion Culture and Gender, Katja Stuerzenhofecker

  • Reflective Learning Online 2

    Reflective Learning Online 2

    Part 2: Use of eLearning Resources in Religion Culture and Gender, Katja Stuerzenhofecker.

Studying the interaction between religion, culture and gender requires the development of analytical, critical and reflective capacities both in relation to society's and one's own perceptions and beliefs.

Rather than using technology as a mere facilitator of access to course notes and readings, the course director in this unit used technology to deliver enquiry based learning in theology. The course incorporated high quality learning activities, and adapted the standard tools in Blackboard to deliver activities designed to develop reflective, analytical and critical skills.

Technology facilitated the deployment of student-centred learning activities around the interrelationships between religion, culture and gender. Blackboard supported reflective blogs and reading journals based on a customised template of course themes. BB was used as clearing house to allow innovative forms of assessment. Technology facilitated the regular dialogue and interactive feedback between course director and student in a way that was efficient and manageable for the course director.

The emphasis on reflective learning was reinforced in the course's assessment choices. Students were asked to submit an individual portfolio containing, among other things, an analytical piece emerging from a real life story, a critical Reading Log, and a Learning Journal.

In addition, students were drawn to discussion boards to offer critical interpretations of course subject matters.


  • Technology can facilitate students' ownership and mastery of processes of enquiry.
  • Technology can assist in developing reflective learning in a way that is manageable for both students and course directors.
  • Technology can facilitate processes of peer review and engage students in evaluating own and peer's performance.
  • Technology can promote enquiry-based learning and students' capacities to be active, critical and independent learners.