Reading Compliance in Reflective Practice-Based Learning

Students’ preparation for class serves to bridge the gap between theory and practice. Yet many students fail to complete assigned readings. This integrative literature review addresses the problem from a faculty-centred perspective: What can lecturers do to improve reading compliance amongst students?
The review approaches this in two steps:
First, it identifies five strategies faculty have used to successfully increase compliance. The strategies are found through the coding and categorization of 66 peer-reviewed journal articles.
Second, an initial framework is provided of how student preparation may be strengthened in Reflective Practice-Based Learning. Compliance strategies are merged with the concepts experience, thinking, and action.