Self-assessment and self-reflection in higher and distance education : existential reflections

dc.contributor.author	Du Plooy, G.M.
dc.date.accessioned	2011-11-15T12:52:17Z
dc.date.available	2011-11-15T12:52:17Z
dc.date.issued	2007
dc.identifier.citation	du Plooy, G.M. 2007', 'Self-assessment and self-reflection in higher and distance education : existential reflections', Progressio, vol. 29, no. 1 & 2, pp. 21-37.	en
dc.identifier.issn	0256-8853
dc.identifier.uri	http://hdl.handle.net/10500/5038
dc.description.abstract	This article explores and describes the value of self-assessment and self-reflection reports of adult learners as an integral part of non-venue linked portfolio assignments and examinations in the Department of Communication Science at the University of South Africa. The study is based on a qualitative content analysis of the approximately 9 000 typed or written reports submitted in the module Communication Research during 2002-2006. The results illustrate the extent to which continuous practice of applying self-assessment and self-reflection becomes an integral part of learning in higher and distance education on a personal, cognitive, social and critical level.	en
dc.language.iso	en	en
dc.publisher	Unisa Press	en
dc.subject	Adult learners	en
dc.subject	Portfolio assignments	en
dc.subject	Department of Communication Science	en
dc.subject	Communication Research	en
dc.subject	Examinations	en
dc.title	Self-assessment and self-reflection in higher and distance education : existential reflections	en
dc.type	Article	en