Students tend to cheat out of a mix of boredom and procrastination; cheating is a manifestation of a lack of motivation to be authentic -- whether we're talking about the total slacker who cut-and-pastes from Encarta, or the 'sophisticated' cheater who tries to juke the SAT. Unauthentic assessment will produce cheaters.
Reflection is hard. Guidance is required in the design of reflective questions (by course teams), the writing of reflective accounts (by students) and the marking of assessments (by tutors). Reflective skills need to be built up gradually. It takes time to get used to the new ways of thinking required. It is necessary to situate reflection in the course and relate it to the students’ practice. Reasons for introducing reflection to students must be made clear up front.