Reflection Of Experience Research Articles

Teaching as Learning: Etymological Investigation, Canonical Analysis, and Experiential Reflection in the Chinese Cultural Context

Purpose This study re-examines the relationship between jiao (lit. teaching) and xue (lit. learning)—the foundational education concepts in the traditional Chinese cultural context—to enlighten our contemporary understandings of education and educational research. Design/Approach/Methods This study first lays its foundation on an etymological investigation. It then integrates two mutually connected approaches— the classics and the self as method—to present a comprehensive analysis. Finally, it critically reviews the methodology used in this study. Findings The interdependency of xue and jiao has an etymological foundation, supported by canonical doctrines and verified by individualized experiences. The interpretation of xue as xiao (to imitate) describes the origin and process of education in which the junior imitated and followed the elder, while the extended interpretation of xue as jue (to awaken) stresses the effects and functions of education. In the classical Chinese context, greater significance was placed on xue—the keyword concurrently connoting the meaning of teaching and learning in the modern sense. It is misleading to narrowly render the originally meaningful word group xuexi as learning in modern English. Originality/Value This study consults sources in multiple languages and integrates both the classics and the self as method. Based on this, the etymological investigation, canonical analysis, and experiential reflection are collated to provide a rich and deep discussion. By focusing on the core characteristics and the concepts they imply, this study also touches on the key characteristics of the hieroglyphic system and the unique way of thinking it represents.

The Lawyering Toolkit: a supportive tool to close the legal literacy gap between learners and practice professionals – a proof-of-concept report

AbstractThree academic and one law firm librarian, Susan Boyle, Virginia Conrick, Pattie Punch, and Ann O'Sullivan collaborated to create a ‘Lawyering Toolkit’. It was devised to support learners on the legal lifecycle from higher education to the corporate sphere and beyond. Arranged by skills level, it was imagineered via the online BIALL Irish Group meetings during the Covid pandemic. Learning steps were visually scaffolded in LibGuides to build a quick reference platform. This article describes how the Toolkit proof-of-concept developed through experiential reflection and shared discussion. It tracks the construction of a prototype to presentation at BIALL Conference 2022 and incorporates feedback from the conference and the BIALL Irish Group. It is envisaged that the Lawyering Toolkit will ensure a more collaborative and consistent approach to legal information literacy in the Republic of Ireland.

The current and future role of the MRI radiographer in radiation oncology: A collaborative, experiential reflection on the Australian rollout of dedicated MRI simulators.

Magnetic Resonance Imaging (MRI) has proven value in radiotherapy treatment planning (RTP). MRI provides excellent soft tissue contrast, and improves lesion detection, definition and extent, allowing for increased conformal treatment. Recent installation of dedicated MRI simulators and MRI-guided linear accelerators (MR Linacs) within radiation oncology departments has led to a sudden and rapid expansion in the scope of practice for many radiation therapists and MRI radiographers. The lack of current recommendations, guidelines and credentialing for both MRI radiographers and radiation therapists working within these atypical MRI environments poses a significant challenge for the education and training of staff, and the safe operation of these units. This commentary discusses current pathways for radiographers and radiation therapists entering the emerging field of MRI-guided radiation oncology, and the future role of the MRI radiographer in addressing the unique issues found in non-standard MRI environments. The authors draw on their collective experience as MRI radiographers assisting the rollout of dedicated MRI simulators in radiation oncology departments across Australia and reflect on the need for close collaboration between radiographers, radiation therapists and their respective departments. There is also a critical role for professional bodies to play in supporting existing and future roles in MRI and recognising advanced practitioner scope of practice.

Main Trends of History Teaching in Africa From a Postcolonial Perspective

History education has always been a highly contested terrain especially in contexts whose pasts are marred by huge controversial, sensitive and emotive moments. This reality is more significant in the African continent, where issues such as slavery, colonisation, decolonisation, the partition of Africa; border crises; complexity of identity; race; apartheid, wars, xenophobia; chauvinism; military coups, forced evictions and subsequent land reclamations, are some of the key themes and discourses that are characteristic of its history. This experiential reflection and theoretical paper draw from the researcher’s personal experiences as a history teacher/lecturer in at least three African countries and from literature to reflect on the main trends of History teaching and learning in Africa. Although there has been a wave of curricular decolonisation in Africa at the turn of the century, including in History teaching, the article argues that there is still a lot of reasons to be concerned about the state of history teaching as a subject. The article acknowledges an existential and humane need for a reconstruction, decolonisation and Africanisation of the history curriculum in Africa by means of postcolonial socio-cultural and epistemic systems and practices that reclaim indigenous African voices in curriculum knowledge. The article recommends that history teaching and curriculum in postcolonial Africa need to move away from discrete and sometimes overt, heroic, one-dimensional and neatly packaged master narratives that deny students the opportunity to critically engage and interrogate the rich and complex histories as a pathway to improve the relevance of the subject in the continent.

Modelling the simultaneous encoding/serial experience theory of the perceptual moment: a blink of meta-experience.

One way to understand a system is to explore how its behaviour degrades when it is overloaded. This approach can be applied to understanding conscious perception by presenting stimuli in rapid succession in the ‘same’ perceptual event/moment. In previous work, we have identified a striking dissociation during the perceptual moment, between what is encoded into working memory [Lag-1 sparing in the attentional blink (AB)] and what is consciously perceived (Lag-1 impairing in the experiential blink). This paper links this dissociation to what, taking inspiration from the metacognition literature, could be called meta-experience; i.e. how the ability to track and comment on one’s visual experience with subjectivity ratings reflects objective performance. Specifically, we provide evidence that the information (in bits) associated with an encoding into working memory decouples from the experiential reflection upon that perceptual/encoding event and that this decoupling is largest when there is the greatest perceptual overload. This is the meta-experiential blink. Meta-experiential self-observation is common to many computational models, including connectionist interpretations of consciousness, Bayesian observers and the readout-enhanced simultaneous type/serial token (reSTST) model. We assess how our meta-experiential blink data could be modelled using the concept of self-observation, providing model fits to behavioural and electroencephalogram responses in the reSTST model. We discuss the implications of our computational modelling of parallel encoding but serial experience for theories of conscious perception. Specifically, we (i) inform theories of Lag-1 sparing during the AB and (ii) consider the implications for the global workspace theory of conscious perception and higher-order theories of consciousness.

Contrarrelatos performativos para hablar en clase sobre la historia racial de España

Abstract: This note on teaching explores counter-storytelling, a practice that gives voice to marginalized communities and confronts the narratives of benevolent meritocracy and color-blind power dynamics that have long shaped the hierarchies, hiring practices, and opportunities for advancement within institutions. I provide an experiential reflection on my use of counter-storytelling to teach early modern Spanish racial history and culture. First, I propose the use of counter-storytelling as a theoretical framework in early modern scholarly research. Second, I advocate for engaged editorial work that strives to rescue forgotten counter-stories from the past, especially in the field of early modern theater and performing arts. Third, I offer concrete teaching strategies that implement counter-storytelling in the classroom, where students learn to challenge common myths and majoritarian narratives about Black Spain, both past and present.

Real Estate Insights Grand ideas or delusions of grandeur? Placing big thinkers and essential theories in property economics research

PurposeThis article is looking to reflect on the various important touchstones of “grand theory” and “big thinkers” that can be framed when engaging empirical evidence in property economics research.Design/methodology/approachThe paper is reflexive in nature, using experiential reflection to consider theory in property economics. The importance of “methodology” is emphasised rather than “method”.FindingsUsing reflexive mode, the paper does not have “findings” as such: if the views expressed are accepted, then a research agenda to better understand property economics research is implied.Research limitations/implicationsThe nature of reflection is that it follows from the writer's experiential processes and interpretations. The reader may come from a different stance. Broadly accepting the propositions, there is a call for property economics research to be formulated in reason and logic, particularly as humans do not reason from facts alone. Such reasoned thinking could for example be in the property economic concepts of space and place, contracts and justice, capital and financialisation.Practical implicationsTo engage with such theory would provide some depth of philosophical roots for property as a discipline. Elevating property as a “real-world” discipline rather than simply an applied mathematics discipline.Social implicationsThe paper enables an understanding of how property economics research can benefit from more ontology and more inductive reasoning.Originality/valueThe paper reflects the views and experience of the author based on over 15 years of research in property economics.

Segmentation based on recreational experiences in coastal and marine destinations: a study in Acapulco, Mexico

ABSTRACT Coastal and marine destinations that offer recreational activities can enhance visitors’ experiences and promote their environmental responsibility. The objective of this study was to carry out a market segmentation of the domestic tourism demand based on recreational experiences in a coastal and marine destination. This in-situ research was conducted in Acapulco, an important destination in Mexico. A total of 441 questionnaires were obtained and analyzed. Factorial analysis was applied as a data reduction technique and K-means clustering as a case grouping method. Four dimensions of recreation experiences emerged: experiential reflection, experiential learning, ecological observation, and sensory and experiential. Also, four segments of tourists were found based on their recreation experiences: ‘multiple-experience recreationists,’ ‘hedonists,’ ‘knowledge seekers,’ and ‘aestheticists.’ The findings will serve as management guides for tourist destinations managers and will help companies in the sector to create efficient marketing plans.

A case study on revisiting meeting and event competency standards and student perspective

Utilizing an experiential learning project, reflection surveys, and post-program questionnaires, this descriptive case study approach explores a real-world event management course as a professional skill builder for students. Course outcomes were compared to the Meeting and Business Events Competency Standards (MBECS) Curriculum Guide to determine if the experiential learning opportunity addressed the industry standards. Student reflections were coded for categorical and themed relationships and post-program questionnaires were reviewed for student perspectives. Through this research, it was found that students had opportunities to participate in activities which fell into 30 of the 33 categories of the MBECS. Through further analysis, 3 major themes emerged from the student reflections, and the post-program questionnaires indicated that the skills developed in the course were being used within the workforce. Fundraising was also highlighted throughout the research as a valuable component needed within event programs. Recommendations for future course and curriculum success are also offered.

Making sense of the individual experience of those who undertake new role development in the workplace

Purpose The purpose of this study is to generate an understanding of becoming an assistant practitioner (AP) through a work-based learning programme so that work-based learning programmes are designed and delivered to enable practitioners to develop the knowledge, skills and attitudes to undertake new roles from within. Design/methodology/approach The study, based on the lived experience of developing from a health-care assistant to an AP, was based on the philosophical assumption of understanding an experience at a particular time. Constructivism (Denzin and Lincoln, 2008) provided the conceptual framework and phenomenology of the theoretical perspective. Experiential learning, action, reflection and professional knowledge framed the literature review to inform understanding at the commencement of the study. Eight participants were selected, through purposive sampling, from one acute NHS Trust in South East England. Their matron and mentor were interviewed for contextualisation. Interviews occurred at 3 stages, 4 months after commencing the foundation degree (FD), 16 months after commencing the FD and 6 months after completing the FD. Each transcript was considered before moving to the next transcript, this allowed super-ordinate themes to be considered within groups before ascertaining similarities and differences across groups. The emergent and super-ordinate themes were synthesised to inform three over-arching super-ordinate themes. Findings The following over-arching super-ordinate themes emerged from the analysis of the participants’ transcripts from the three phases of the study: recognising the transition; the transition was not linear but was complex and influenced by the individuals’ behaviour, their ability to reflect and take action and to demonstrate professional knowledge. Supporting the journey; the workplace culture needed to support experiential learning and provide time and space to facilitate reflection. Being an AP; a change in professional knowledge and behaviour resulted in enhanced confidence and self-belief and the ability to be an AP. Originality/value This study, based on the lived experience of developing from a health-care assistant to the AP, where participants remained in their place of work rather than undertake placements which is a requirement of regulated programmes, demonstrated that individuals need to recognise the consequences of the behaviours, engage in experiential learning, take action and demonstrate a change in professional knowledge.

Learning by Doing: Student Experiences in a Mixed Methods Research Course

Aim/Purpose: The purpose of this paper is to detail the experiential learning processes of an 11-week doctoral-level intermediate mixed methods research (MMR) course in which student-researchers conceptualized and implemented an MMR study to apply theoretical and methodological learning in a practical manner. Our aim is to emphasize the value of an applied MMR course for improved student learning and curriculum planning for faculty by highlighting meaningful insights on study design, data integration, team collaboration, and the challenges and opportunities involved in project execution within a time-limited academic course. Background: MMR courses are increasingly being integrated into graduate programs, yet few offer intermediate or advanced courses that go beyond introductory topics and engage students in applied learning. Furthermore, most articles on MMR courses are written from the instructor perspective and not from the student perspective. Methodology: This article is organized by each week of the course curriculum, and the output of the research project, couched within reflections of the applied process, is presented. While this paper is grounded in an experiential reflection of learning, the research project itself is referred to frequently to help elucidate and capture this learning in a systematic way. The applied study employed an explanatory sequential mixed methods design to examine career satisfaction and career preference changes over time in doctoral candidates and graduates. Contribution: This paper contributes to higher education by providing a student-led exemplar of applied learning in MMR pedagogy for doctoral students irrespective of discipline and research topic. It provides a sample research project, executed start to finish with a guiding blueprint that can be adapted by faculty and students in various academic departments, within a quarter or semester long course. Findings: Ultimately, this course led to increased confidence and preparation to conduct interdisciplinary mixed methods research. Unique to mixed methods research, the areas in which we witnessed the most growth included developing mixed methods research questions, choosing a design based on these questions, and engaging in data integration. Recommendations for Practitioners: We provide the following recommendations to instructors interested in developing intermediate- or advanced-level MMR courses: a) obtain input from students on what they are most interested in learning during course conceptualization or early on in implementation; b) consider that a great deal of time outside of the classroom may need to be dedicated to the class project, which may impact the feasibility and successful execution of an experiential course; and c) sufficient class time is dedicated to data integration from quantitative and qualitative inputs. Recommendation for Researchers: Researchers interested in further examining learning and proficiency garnered from MMR and other research courses may benefit from including students as co-researchers. In addition, engaging in systematic qualitative research on student and professor experiences in learning and teaching MMR courses could highlight further areas for course refinement and topics for future research. Impact on Society: Given the increasing prevalence of MMR being included in research funding announcements as a preferred methodology, it is imperative to rigorously train researchers in mixed methods research at varying levels of advancement (i.e., introductory, intermediate, and advanced). Future Research: Our small explanatory sequential mixed methods study began as a class project, yet highlighted areas that could be studied further for doctoral candidates and graduates in clinically oriented fields, such as learning what types or qualities of training and mentorship may yield more career preparedness and satisfaction.

Field Notes From the Frontline of a COVID-19 Outbreak: Dyspnea Management for Hospitalized Patients at End-of-Life.

Northern New Jersey was inside one of the worst initial coronavirus disease 2019 pandemic epicenters in the United States. At the peak of the pandemic surge in mid-April 2020, New Jersey saw 8045 hospitalized patients with severe coronavirus disease 2019 symptoms, of which 2002 were in intensive care unit beds (86.3% of statewide capacity), including 1705 requiring mechanical ventilation. Because of the severity of pulmonary dysfunction/hypoxia, the unprecedented numbers of critically ill patients, the national opioid shortage, and transmission prevention measures for standard palliative care treatment protocols in place for refractory and/or end-of-life dyspnea were found to be ineffective in providing adequate symptom relief. The aim of the following Notes From the Field is to provide concise, pragmatic, and experiential reflection by 3 palliative care advanced practice nurses from 3 different hospital systems within the pandemic epicenter. The novel methods and opioid strategies implemented by their respective palliative care teams to ensure continued effective and appropriate treatment for end-of-life dyspnea are described. These accounts include Lessons Learned in order to assist others who may need to quickly implement changes in the future due to pandemic resurgence or second-wave events.

Gender Mainstreaming: Policies at the National and International Level

This paper tries to highlight the existing gender mainstreaming policies and practices at national and international level, to establish a clear vision and make commitments to guide the process of gender mainstreaming and women empowerment to achieve the gender equality, justice and fundamental human rights. The advancement of the rule of law at the national and international levels is thus, essential for the protection of fundamental human rights and freedom. Nepal has an obligation to take an effective action against all such malpractices. Nepal has participated and ratified the gender policies in all Conventions and conferences. To fulfill this very obligation, it has introduced some legal provisions and made an attempt to implement them. Due to this region, Nepal has started to address the gender issues from sixth five year plan to till now. Planned efforts to improve the situation of women began during the Sixth Plan (1981- 1985) but its approach was welfare-driven. The Interim plan (2008-2011) focused the gender responsive budget and allocated the 33 percent reservation in every state structure. The constitution of Nepal 2015, article 11 (5) and (7) compromises the ability of women to independently confer citizenship to her child. Likewise, there are many domestic legal regimes existed here. The fifteenth periodic plan approach paper, 2020 emphasizes the gender equivalence in local level. Government policies are stated with high priorities for gender main streaming policies. The experience shows that ensuring the provisions of equal rights in the constitution is important, but at the same time, proper implementation of those provisions is equally important to balance the theoretical and practical gap of gender and development. The review follows the major discourses that influenced the gender mainstreaming agenda in the form of statements in women's movements, policy documents, laws, press materials, and experiential reflection and everyday narratives captured through existing research.

Maestros and mythologies: some lockdown reflections

PurposeThe paper reflects upon the tendency of participants in the commercial real estate markets to give excess status to individuals in decision-making and to hold beliefs that are at best weakly supported empirically.Design/methodology/approachThe paper is reflexive in nature, using experiential reflection to consider institutional processes in the real estate market. It is important to use “methodology” correctly and not as a synonym of “method”.FindingsUsing reflexive mode, the paper does not have “findings” as such: if the views expressed are accepted, then a research agenda to understand decision-making processes is implied.Research limitations/implicationsThe nature of reflection is that it follows from the writer's experiential processes and interpretations. The reader may come from a different stance. Broadly accepting the propositions points to the need for a contextual analysis of decision-making processes in private real estate and consideration of the implications of privileging individual idiosyncratic decisions over analytic procedures.Practical implicationsPrior research has demonstrated the lack of a back-testing culture in real estate that would allow empirical analysis of the consequences of “gut feel” decisions overriding modelled analysis; further, entrenched beliefs about the drivers of market performance might result in misallocation of resources.Social implicationsResource allocation in commercial real estate has important consequences for land use and urban and regional development.Originality/valueThe paper reflects the views and experience of the author based on over 30 years of research into commercial real estate.

Creating Global Scholars: Experiential Learning and Reflection Transform an International Conference Into Short-Term Study Abroad

ABSTRACT This exploratory qualitative study examines the impact of a short-term study abroad trip for U.S. social work doctoral students built around an international conference in Zagreb, Croatia. The program incorporated reflection and experiential learning. Data were collected using pretrip and posttrip written reflections from study participants (N=4). Two primary themes emerged from thematic analysis that showed a positive impact on participants: an enhanced understanding of themselves as global citizens and an enhanced sense of themselves as global professionals. Three themes also emerged supporting the pedagogic strategy: experiential learning promoted global engagement, reflection catalyzed robust learning, and the impact of the experience was greater than the sum of its parts. Directions for further research on short-term study abroad programs are discussed as well as strategies for enhancing short-term study abroad to promote global engagement in social work at the master’s and doctoral levels.

Transformative learning curriculum for short-term study abroad trips

ABSTRACT The purpose of this article was to propose a model of transformative learning for short-term study abroad programs. The proposed study abroad program has been developed and implemented by faculty for the past 5 years on study abroad programs to Belize and includes high-impact practices, cultural integration, and experiential reflection for students. This article provides application for other human services’ professionals and students for promoting transformative learning through study abroad education.

DO WE NEED ETHICS? – II MBBS STUDENTS PERCEPTIONS IN LEARNING MEDICAL ETHICS.

Back ground: An Indian Medical Graduate is expected to have knowledge & acquire competencies during his formal medical course, but an understanding of professional values and ethical conduct is essential for fostering the development of a good doctor.The two major aspects of teaching medical ethics include explicit teaching of cognitive base and stage appropriate opportunities for experiential learning and reflection throughout the curriculum.
 Material and Methods: It is a classroom based intervention study involving 150 second MBBS students. Self administered, semi-structured questionnaire was devised for this study. The questionnaire consisted of two parts- students perception towards learning medical ethics and their perception on statements of ethical issues which was graded on a 5 point Likert scale. An interactive lecture was done followed by which students were divided into 6 groups and case based discussions were done. Finally reflective narration was done.Statistical analysis was done by EPI Info Software. Results were expressed in mean, standard deviation and paired ‘t’ test was done.
 Results: The mean pre-test & post-test score of the students towards learning medical ethics in current curriculum were 2.86 and 3.98 respectively. The mean pre-test and post-test score of students regarding statements on ethical issues were 2.82 & 3.92 respectively.
 Conclusion: Medical ethics is one of the neglected topics in healthcare. To strengthen ethical reasoning and judgment in decision making, we need to expose students to various ethical scenarios based on which debates, seminars, interactive workshops can be conducted utilizing the work experience of multidisciplinary medical expertise.
 Keywords: Medical ethics, Medical practice, Students

An experiential reflection of a mindful lecturer: exploring enhancement of active learning in higher education

The practice of mindfulness is described as an awareness that emerges through purposefully paying attention in the present moment, non-judgmentally (Kabat-Zinn, 1990). Practice usually entails attentional training, which is executed through meditation. Mindfulness meditation involves actively observing the present moment by attending to the breath, moment-to-moment, and without adding any meaning to the feelings and thoughts that emerge. This process assists people who observe the constant flow of information unfolding in the present moment and to systematically develop an ability to accept (instead of judge) the experiences that are encountered.

Notes on the Development of the Slovenian Ethical Recommendations for Decision-Making on Treatment and Palliative Care of Patients at the End of Life in Intensive Care Medicine.

To describe the process of development of "Slovenian Ethical Recommendations for Decision-Making on Treatment and Palliative Care of Patients at the End of Life in Intensive Care Medicine" and its final outcomes. Personal experience and reflection, complemented by published data. Not applicable. Not applicable. Narrative, experiential reflection, literature review. Slovenian ethical recommendations bring a small piece to a long tradition of ethical practice in a small European country. Despite the availability of informative international guiding documents on the issue, there are several specific good reasons for a small country or a region to develop its own unique guidelines (i.e., lack of local directives and legislation, unique cultural and political situation, need for development of professional expertise and terminology, and to educate healthcare providers). The authors strongly believe that our recommendations positively impact practice and will support best possible integrated palliative and end-of-life quality care with the ICU.

Death and Dying in the ICU: Personal Reflection of 30 Years' Experience.

To describe individual perspective over ~30 years in a mixed Cardiac and General ICU, which includes the State Trauma Center, National Cardiac Transplant and Complex Cardiac Center, Extracorporeal Membrane Oxygenation Center, Home Ventilation Program, and the major PICU for 6 million people. Personal experience and reflection, complemented by published local data. Illustrative publications of local other data. Narrative, experiential reflection. I have agreed to palliative care in many patients of diverse religious, social, and cultural beliefs while providing long-term ICU care to other patients with similar illnesses and prognosis. This can occur when family meetings allow honest and direct conversation with respect for differences; as a clinician, I listen to a family and understand their perspectives and together develop a clear and agreed plan.