Student reflection can take on various roles, such as evaluating one's progress, setting and evaluating goals, regularly reviewing one's progress, giving and receiving constructive support and feedback, and effectively communicating and assessing one's learning and experiences (Webb & Scoular (2011). Research indicates that facilitating student reflection is an essential teaching practice, leading to increased academic performance, a deeper understanding of content, and improved student engagement (Ash et al., 2005; Cavilla, 2017; Lew & Schmidt, 2011). The following literature review will serve as a reminder of what should be considered when designing student reflection opportunities in hybrid or fully-online learning environments through the lens of Transactional Distance Theory (TDT).