For students who learn best through text, writing, and written reflection. They need to read, take notes, and write for understanding – and they like to work at their own pace.
Key idea: To process knowledge through text
For these students, it is not enough to “see” or “hear” – they learn when they write their own notes, reformulate concepts and actively engage with texts. They process material with the keyboard – not necessarily with conversation.
Toolbox: Reading and Writing-Based Modalities for Asynchronous Acquisition
| Modality | What does it do? | Example from computer science education | IT option (e.g. Rise) |
| Short subject-specific texts with questions | Helps students process and engage with the reading | Text on REST architecture followed by questions such as: “How does REST differ from SOAP?” | Text + Knowledge Check |
| Reflection templates and writing fields | Allows students to articulate their own understanding | A short theory section on class structure with a writing prompt: “How would you explain this to a fellow student?” | Text Entry, Journalblok |
| “Explain in your own words” tasks | Supports active processing and conceptual understanding | Explain “abstraction” in your own words after reading a short text | Free text response, Knowledge Check med feedback, embeded padlet |
| Articles + note-taking | Enables active reading and note-taking | PDF on design patterns with the option to write notes along the way | Embed PDF + Text input |
| Quizzes with feedback | Encourages precise reading and reflection | Read about test-driven development → Quiz: “What is the first step in TDD?” | Knowledge Checks, Multiple Choice + feedback |
| Concept explanation tasks | Makes reading active and structured | "Read this description of SCRUM and write a short definition in your own words." | Scenario block, Text Entry |
Didactic reflection
These students need structure, calm and written reflection. This means that the learning objects should:
- Allow space to read at the student's own pace
- Include active writing tasks, not just passive texts
- Have clear progression and not be too long or overlapping
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Write a short reflection text
When planning activities for your students, you may have asked them to:
– reflect on a topic
– discuss in groups
– write an explanation in their own words
But the three activities actually require something different from the students.
Your assignment:
Write a short text describing how the demands on the student change depending on whether you ask them to reflect, discuss, or explain something in writing.
You may use your own experiences from the teaching – or take as a starting point a specific assignment you have given.