The effect of reflective activities on instrumental learning in adult work-related education: A critical review of the empirical research

•Studies of reflective activities and instrumental learning were examined.•Only functional or correlational data were considered.•Reflective activities’ effect on instrumental outcomes is unsubstantiated.•Theory predicts skill adaptation as an outcome of reflective activities.•Reflective activities’ effect on skill adaptation is unsubstantiated.

Structured learning events termed reflective activities are now widely used throughout work-related learning. These activities are thought to occasion reflection, critical reflection and reflective practice. Although researchers have established benefits and outcomes associated with reflective activities in work-related communicative learning contexts, the effect of reflective activities in work-related instrumental learning contexts is largely unknown. Stakeholders remain dependent on contradictory and conceptual suppositions to justify their use of these activities. This article reviews empirical studies examining the relationship between reflective activities and instrumental learning outcomes with adult learners. Prominent adult learning theories are assessed for relevant predictions. Consequently, empirical studies examining skill-adaptation as a theoretically predicted outcome are examined. This review found few empirical studies with sufficient methodological controls to establish causal or correlative relationships between reflective activities and instrumental learning outcomes—including skill-adaptation. Conceptual discoveries are extended to expedite future investigations of this issue.