A structured reflection-based graphic organizer approach for professional training: A technology-supported AQSR approach

Abstract

The mission of professional training is to foster learners' abilities to perform analysis and to carry out problem-solving. During the process of professional training, how to promote learners' self-efficacy, re-organization, and reflection is the key to boosting their problem-solving abilities. However, conventional professional training programs tend to rely on teachers' elaboration of basic knowledge and cases. They also use graphical organizers for knowledge organization. The main focus of this learning method aims at promoting learners' memory and assisting their comprehension of the overall structure of the knowledge. However, learners who use this method often fail to develop a deep understanding of the relationship of different cases without additional supports. To solve this problem, this study proposed a technology-enhanced Annotation, Questioning, Summarization, and Reflection (AQSR) training approach which uses a graphic organizer to guide trainees to gain knowledge during the process of comprehending and organizing learning content. To evaluate the effectiveness of these strategies, a quasi-experiment was conducted to compare the performances of the AQSR-based graphic organizer approach and the conventional graphic organizer-based training. The participants were new nursing staff who were enrolled in two classes of a training program. From the experimental results, it was found that the nursing staff who used the AQSR training approach showed significantly better learning achievements and case analysis test scores as well as more positive learning attitudes than those who used the conventional graphic organizer-based training, showing the potential of the proposed approach for professional training.