Reflections on Brockbank, A and McGill, I. (1998) Facilitating Reflective Learning in Higher Education. Chapter 9: Becoming a facility: Enabling reflective learning

The text starts with the understanding of what is facilitation. The recognition and articulation of decisions on learning is also part of this facilitation.

Here, learning is seen as a participatory act and allows the learner to learn through a relationship, which can be a social and collaborative process.

Facilitation is used as it promotes critical reflective learning. (Carl Rogers and Gerard Egan) The Rogerian principles recognises that relationship feeds learning and change.

This principles also focuses on people-centred learning which influences teachings or facilitation.

The benefits of facilitative approaches/methods in HE were established 30 years ago and some if the outcomes describe by Abercrombie is very similar to the kind of learning used by tutors in HE today.

The move towards facilitation has encouraged teachers in HE to invite student sot contribute, while holding power over what is to be learned and control over how it is to be learned.

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