The Development of an Instructional Model Based on Interactive Learning Theory to Improve Undergraduate Students’ Reflection Ability

Abstract

This research aimed to: 1) study the factors that affect the development of the third-year students’ reflection ability in Baise University; 2) develop an instructional model based on interactive learning theory; 3) compare the third-year students’ reflection ability before and after using the instructional model based on interactive learning theory. The sample group was 32 third-year students’ reflection ability at Baise University. The research instruments were 1) questionnaires, 2) interview forms, 3) lesson plans, 4) questionnaire on reflection ability, and 5) teaching opinion interview form 6) observational records of student behaviour. The research was conducted in three steps: studying the factors that affect the development of third-year students’ reflection ability, developing an instructional model based on interactive learning theory, and the experimental and improvement process. The study results showed: 1) the factors that affect the development of students' reflection ability consisted of three aspects (1) school teaching management, (2) teachers' teaching style, and (3) students' learning behaviour 2) The instructional model based on interactive learning theory included four elements: (1) principle, (2) objectives, (3) learning process, and (4) results; 3) students’ reflection ability was improved after the implementation of an instructional model.