Learning groups: the effects of group diversity on the quality of group reflection (original) (raw)
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International Journal for Academic Development
Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.
Educational Research Review, 2020
It is well established that the use of reflections influences and supports learning in important ways. However, student-learning, teacher-pedagogical, institutional, and sociocultural factors can hinder initiatives to promote student reflection in universities. This literature review aims to provide an overview of the challenges of encouraging reflection in higher education through a multilevel perspective. Based on the analysis of 66 selected empirical and non-empirical articles, the results show that there is a reciprocal relationship between barriers that occur at the macro and micro levels. In addition, it is found that reflection literacy is necessary at all four levels to overcome the barriers identified. The multilevel framework is proposed as a model for coordinating institutional efforts to address the challenges of reflection and upon which a shared discourse can be developed by key stakeholders who are interested in promoting reflective practice in higher education.
Reflections on Reflective Learning
This paper is part of Chapter 3: Theoretical Background in the book Education for Workplace Diversity: What Universities and Enterprises Can Do to Facilitate Intercultural Learning in Work Placements and Abroad published in 2016.
Diversity in groups -students' reflection
. Research in Engineering Education of the South African Society for Engineering Education. Cape Town, 2019
Rapid changes in the South-African society demand from students to function in a complicated and diverse society. Cognisance of the unique context South-African students must be more prepared for a complicated workplace and therefore need to be exposed to diverse settings during their studies. Diversity develops students' cognitive growth and exposes them to the intricacy thereof. Students enrolled in the Community-based Project Module, an undergraduate module of the Faculty of Engineering, Built Environment and Information technology at the University of Pretoria are encouraged to create diverse groups for their community project. The study aims to reflect on students' perceptions of their exposure to diverse groups. The results of a survey were qualitatively coded and categorised for themes. Students reflected that diverse groups gave them the opportunity to solve problems using different points of view. The students found it an enriching experience to interact off campus with students from different courses, races and gender. The feedback received from students' reflections after completing the module indicates personal growth and stronger cognisance of the challenges of the diverse South African society as a common theme. The study confirms the value in preparing the future workforce in South-Africa to value diversity as an asset and recommends the inclusion of diversity as a soft-skills attribute in the curriculum of undergraduate engineering students.
Journal of University Teaching and Learning Practice
As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this con...
Editorial - Reflection for Learning in Higher Education
Journal of University Teaching and Learning Practice
Dear Colleagues, I am delighted and proud to introduce this special issue of the Journal of University Teaching and Learning Practice that focuses on Reflection for Learning in Higher Education. It is the outcome of six years of collaborative reflection, practice and research by many reflective practitioners who have undertaken systematic research to provide empirical evidence for the role of reflection in learning. Gratitude is expressed to our many colleagues who participated in constructive and supportive ways by engaging in the blind peer-review process for the papers that make up this issue. Their feedback has strengthened each of the papers and enabled us to move beyond peerreview to collegial peer learning.
Deficit in Propriety? Cooperative Learning and Group Self-evaluation in Higher Education
Pedagogy, 2020
The aim of the article is to unveil how the application of the collaborative learning strategy in higher education (HE) setting combines self-assessment of group activities with peer-to-group and teacher evaluation. The results reveal that the groups' self-evaluation is considerably more positively than evaluation by the teacher or peers. The antecedents of these results are likely embedded in 1) the cultural context with dominant individual values; 2) impact of business study as discipline, and: 3) challenges in implementing a collaborative learning strategy in the HE sector.
Promoting reflective dialogue through group analysis of student feedback
… SEPTEMBER 29 TH-OCTOBER 1 ST …, 2010
Jarrett, Field, Koppi, Promoting Reflective Dialogue through Group Analysis of Student Feedback 53 PROMOTING REFLECTIVE DIALOGUE THROUGH GROUP ANALYSIS OF STUDENT FEEDBACK Lorna Jarrett, Damien Field, Tony Koppi Presenting author: Lorna Jarrett (lorna. jarrett@ ...
Groupwork Assessments and International Postgraduate Students: reflections on practice
2004
Groupwork is a common learning and assessment method in Business Schools throughout the UK. It has recognised pedagogic benefits, increases active or deep learning of a subject and, although it often appears to be unpopular amongst students, for these reasons it is popular among academic staff in Business Schools. The cultural diversity of a particular cohort of students (especially those who have received no previous education in the UK) arguably has an impact on teaching method and assessment methods. It brings another dimension to the debate of ‘traditional’ versus ‘innovative’ teaching approaches and is worth further examination, particularly as the increasingly multicultural aspect of the present UK higher education environment is not a well researched field. The impact of the increasing numbers of international students dictates that issues relating to the appropriateness of teaching and learning methods must be considered within a multicultural perspective. The preference of ...