Encouraging Reflection Using a Bespoke Virtual Learning Environment (original) (raw)
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Speaking our minds: issues in designing learning with reflection and reflective practice (2010)
This paper examines attempts to describe the learning and teaching practice on a postgraduate course in education and problematises why this is difficult and in many ways unsuccessful. It forms part of a larger project to explore the intentions and outcomes of interventions designed to bring about reflection and reflective practice as part of professional development planning (PDP) and the use of e-portfolio. It takes a perspective on this of being ‘a problem of the present’ and considers the potential conflicts and fragmentation that may arise as a result of the divisions in interpretation of the metanarrative of reflection and reflective practice within one course, the institution and the academy. This has impacted on learners’ understanding of the purpose and benefits of reflection and its relation to professional practice, making it difficult for them to build this successfully into their learning. The author questions the practicality of continuing this struggle given the current educational discourse on planning and developing curricula. It is argued that it may be possible for courses to maintain substantial links with the shifts towards an enhancement-led approach in which practice is validated as a dynamic and changing rather than reified in documentation.
Active Learning in Higher Education, 2021
Reflection has been increasingly used to enhance student development in higher education, in both undergraduate and postgraduate studies. Learner autonomy is essential on reflection, particularly on how learners interpret their learning experiences. The learner has to take initiatives in making meaning of their learning by examining their experiences, and purposefully exploring their learning. Reflection is a key component in active learning as students actively engage in the process of thinking about what they have learnt or experienced. Mezirow highlighted how reflection can mean many things, including awareness of a perception, thought, feeling, intention and action, taking something into consideration or simply imagining alternatives. And there are also multiple approaches to embracing reflection today, such as reflective essays, videos and online blogs, where reflective processes and approaches may differ particularly in relation to technological adoption. In a learning environment, reflective approaches are adopted with the aim for learners to transfer knowledge and experiences to practice. However, there is scarce literature on student perception of the different reflective approaches. The present paper therefore examines student perspectives on four different reflective approaches and how these different approaches are applied within the context of higher education. The four approaches chosen are written, audio, video and face-to-face based on current literature on how reflection is documented or presented in education) and the integration of the concept of multimodality.
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2002
Reflection can be described as both an individually-mediated and a socially-mediated process. In this paper we describe an online unit in a Graduate Certificate of Online Learning that has been designed to enhance the opportunities for students to reflect on their learning. Rather than being promoted as a learning strategy to supplement the unit curriculum, reflection has been integrated fully within the course design.
Improving learning through reflection - part two
1995
Drawing on research into student learning this article provides a rationale for the introduction of reflection into programmes of learning in higher education. Reflection might be seen as both an approach and method for improving the quality and depth of student learning. Reflection is a way of thinking about learning and helping individual learners to understand what, how and why they learn. It is about developing the capacity to make judgements and evaluating where learning might take you. The following pages explore these issues and offer definitions, examples and links to websites and projects where reflection is currently being used.
New Methods for focusing on Students’ Learning Process and Reflection in Higher Education
2003
Among many studies about students' use of portfolios much focus is on assessment and the need to document learning processes in distance education, both from a teacher perspective. This paper focuses more on students' attitudes towards learning and learning process, why it is important, and it also introduces some methodology to support the students to bridge the responsibility gap that is experienced among new students at many universities. Responsibility is not only to focus on the result but also on the process, which students tend to neglect. Really shifting focus towards the learner, aside from proper methods and tools, is essential. We have implemented dialogue sheets as a method and tool for freshmen students, with the aim to create a positive atmosphere for peer learning where the focus is on the learning process. We encourage students to reflect upon why, what and how they learn to help them manage as life-long learners. The study has been performed at the Royal Institute of Technology (KTH) with the students at the Media technology program. The effect of the dialogue sheets is visible in students showing greater and better performance and participation in classes and in teamwork. Also an increased awareness and willingness to reflect is noted. The study made is important when understanding the fundamental mechanisms of the learner in relation to motivation and reflection. It can be useful when developing and implementing technological tools as support for reflection and learning process focus.
A phenomenographic analysis of student reflections in online learning diaries
2011
There are many studies regarding the benefit of incorporating learning diaries into learning experiences in higher education, though very little research documenting what students record when those diaries are unstructured. There are also several arguments and counter‐arguments for providing students with structure in their completion of learning diaries. Structure is said to limit spontaneity, while unstructured learning diaries are considered to be logs or diaries rather than reflective journals.
Developing research using reflective diaries
33rd Annual Frontiers in Education, 2003. FIE 2003., 2003
Conference proceedings often present successful research and best cases. This paper presents a case that initially did NOT develop as anticipated and reflections as to why outcomes were different than expected. It also suggests important factors to consider before similar activities are undertaken in the future. The case presented investigates reflective assessments for the module "Current Issues in Edutainment Software Design", given to seniors in the Edutainment Software Design program at Halmstad University, Sweden.