The author's experiences as an online student are presented as a case study to examine the relationship between interaction, reflection and learning in distance education. Reflection as a dimension of experiential learning theory is summarised and examples of its use in distance education are discussed. Recommendations for course design that promotes the understanding of theoretical issues through personal experience are proposed.
Open Learning: The Journal of Open, Distance and e-Learning
Volume 17, 2002 - Issue 1
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