Reflective Learning Research Articles

Power and pedagogic failure: Seeking a politics of empathy towards an anti-racist academy

This article reflects on the challenges of developing anti-racist commitments in a UK university during and ‘post’ pandemic and re-envisions pedagogic failure in this context. Tackling racism requires that our conversations start from a recognition that we are always situated in relationship not just to others but to the structures and cultures of our environments and communities. There are long histories of empathy and its role, risks and limits in intersectional understandings of the transformation of inequalities. We contend that empathy is integral to anti-racist pedagogies because it: centres relationality in critical and reflective learning; has the capacity to be subversive through its challenge to the ‘dominant transmission model of education prevalent in the neoliberal colonial university’; reveals how the university acts upon and works to erase consciousness of our emotional and embodied selves, and has the capacity to unsettle our epistemic horizons to reveal our complicity in colonial practices. Developing a dialogue between the co-authors who worked on a small, funded project on anti-racist learning within a UK Russell Group university in 2022–2023, the article explores the barriers experienced, along with the possibility of constituting ‘generative and fulfilling spaces’.

EVALUATION OF THE APPLICATION OF SOCIAL INTERACTION THEORY IN INSTILLING CHARACTER VALUES

This research aims to evaluate the application of social interaction theory in instilling character values within Islamic Religious Education (PAI) subjects at Islamic educational institutions. The study investigates the extent to which social interaction theory is applied, the factors influencing its effectiveness, and the impact of social interaction on students' character formation. A qualitative approach was utilized, employing a case study design. Data were collected through in-depth interviews with PAI teachers, school administrators, and students, as well as classroom observations and document analysis. Thematic analysis was used to identify patterns and themes from the data. The findings reveal that social interaction plays a significant role in character education, especially when teachers actively engage students in discussions, peer collaboration, and group work. Schools that provide adequate institutional support and have smaller class sizes create an environment where social interaction can flourish, leading to stronger internalization of values such as empathy, respect, and responsibility. However, the study also highlights challenges such as rigid curricula, cultural resistance, and technological limitations, which hinder the effective implementation of interactive learning methods. In conclusion, social interaction theory offers a valuable framework for character development in PAI learning. Its success depends on the commitment of educators and institutions to fostering collaborative and reflective learning environments. Addressing the identified challenges will be essential for maximizing the benefits of social interaction in character education.

Portfolio Assessment in Enhancing the Grammatical Competencies in Writing

This study determined the role of the portfolio assessment as a learner-centered assessment in enhancing learners’ grammatical competencies of students in writing during the third quarter of School Year 2023-2024. The researcher used descriptive rubrics to determine the gain scores in writing through portfolio assessment. This study utilized quantitative research design that draws statistical conclusion from quantitative data. The students' performances in writing have been described in terms of portfolio assessment highlighting the grammatical competencies of the students in terms of Lexis and Spelling, Grammar and Punctuation, Cohesion and Coherence. As a result from the statistical analysis, there is a significant difference in the mean pre-writing and post-writing test scores of the students in the portfolio-assessed reflective learning activities across all three grammatical competencies although the study concludes Grade 8 students need to further enhance their level of grammatical competence in cohesion and coherence compared to lexis and spelling and grammar and vocabulary. The merits and essentials of the findings were drawn and treated as inputs in the development of portfolio assessment in enhancing the grammatical competencies in writing. Recommendations are offered to improve strategies and techniques in instruction and in the development of this strategy will complement the goal to develop the relevant competencies of students in the field of English language learning.

Reimagining faculty development: A paradigm shift from content to transformative learning processes

Background Faculty development programs in health professional education traditionally emphasise theories, principles, and effective teaching practices. However, the efficacy of these strategies in instigating meaningful changes in instructional practices has come under scrutiny. Methods This qualitative research aims to enhance our understanding and support of educators’ ongoing learning and growth. Employing a transformative learning lens, the study explored the experiences, professional development practices, and responsibilities of clinical educators who participated in a faculty development course. Utilising Mezirow’s transformative learning theory as a framework, this research investigated the transformative journey of educators, analysing reflective pieces from 144 participants. Results The study findings revealed shifts in pedagogical approaches, ranging from the recognition of a haphazard teaching style to the intentional integration of evidence-based methods and pedagogical philosophies. The thematic analysis identified key stages in the transformative process, illuminating educators’ commitment to structured teaching, self-directed learning, and continuous improvement. Conclusion This research has contributed valuable insights into how faculty development programs can stimulate reflective practices and transformative learning in health professional education. The article argues for the centrality of transformative learning processes in faculty development, presenting an intriguing perspective on sustainable and impactful professional growth. Trends across learning experiences are presented, accompanied by practical recommendations. The implications of the research for clinical educators, administrators, and developers of formal faculty professional development programs are also discussed.

Generative AI, communication, and stereotypes: Learning critical AI literacy through experience, analysis, and reflection

This assignment is integrated into the generative AI unit of the Emerging Communication Technologies course. It includes step-by-step designs and reflective examples from students, highlighting the evolution of their perceptions of generative AI. The assignment uniquely focuses on understanding and raising awareness of stereotypes present in AI-generated images. Through experiential, analytical, and reflective learning, students build confidence and competence in interacting with various AI tools, acquire skills in AI–human communication and prompting, and develop critical thinking abilities to identify and mitigate stereotypes generated by AI. Courses Emerging Communication Technologies; Human–Computer Interaction; Communication and Technology; New Media; Digital Humanity; Digital Literacy; Media Literacy. Objectives Through these activities, students will (1) reduce fear or discomfort about interacting with generative AI, (2) familiarize themselves with popular generative AI tools, (3) understand characteristics of human–AI interaction, (4) recognize AI fallibility in producing stereotypes, and (5) think critically about identifying and preventing AI-generated stereotypes.

Assessing the Psychometric Properties of Quality Experience in Undergraduate Research Using Item Response Theory

Undergraduate research, recognized as one of the High-Impact Practices (HIPs), has demonstrated a positive association with diverse student learning outcomes. Understanding the pivotal quality factors essential for its efficacy is important for enhancing student success. This study evaluates the psychometric properties of survey items employed to gauge the quality of undergraduate research, including alignment with Kuh and O’Donnell’s (2013) eight HIP characteristics, alongside assessments of reliability, validity, and generalizability across demographic groups. The study assesses the validity and reliability of these measures at both the scale and item levels using data from the National Survey of Student Engagement’s (NSSE) HIP Quality Topical Module. The methodological approaches employed include Exploratory Factor Analysis, Parallel Analysis, Item Response Theory, and Differential Item Functioning (DIF). Our findings uncover a misalignment between NSSE’s HIP Quality module items and HIP characteristics, leading to the identification of seven subscales instead of eight. Nevertheless, four subscales—Reflective and Integrative Learning, Real-World Applications, Interactions with Others, and High-Performance Expectations—emerge as valid indicators of undergraduate research experiences. While specific items yield valuable insights at the item level, refinement is recommended for others. Despite the identification of two items exhibiting DIF, their negligible effect sizes suggest that major revisions are unwarranted solely on DIF grounds. This study offers recommendations for item refinement, including the incorporation of new items, wording updates, and tailored utilization of assessment tools within educational institutions. These recommendations are intended to empower educators and researchers to effectively capture the quality dimensions of students’ undergraduate research experiences, thereby fostering their academic success.

Understanding Transformative Learning and Transformative Tourism

This study focuses on two major areas of transformative learning and transformative tourism. The study aims to understand how transformative learning theory developed by Jack Mezirow was first introduced to the academia and then adopted in the field of tourism. Transformative travel and tourism is an emerging paradigm in the travel industry, characterized by travel experiences that lead to profound personal growth, self-discovery, and societal benefits. This paper explores the intersections of transformative learning theory and transformational tourism experiences through a qualitative research approach. By synthesizing secondary data from diverse contexts and empirical studies, the study examines how transformative learning processes manifest in the context of travel and tourism. The theoretical framework draws on Mezirow’s transformative learning theory, emphasizing critical reflection and perspective learning. This study is based on a general review through thematic analysis of narratives. The research identifies mechanisms that facilitate transformative experiences during travel. The literatures highlight on novelty seeking, escapism, freedom, self-efficacy, the transformation of consciousness, self-development and personal growth, and subjective wellbeing which is an outcome of transformative travel. This study explores the concepts of transformation, transformative learning, transformational tourism, tourism motivation, tourism destination image, marketing, authenticity, satisfaction, and transformative experiences.

Becoming a (Better) Muslim: A Connectivist Perspective on Learning Islam in Finland

Abstract The article explores the multisite learning of Islam by Finnish Muslims from the perspective of the connectivist learning theory, which makes visible the central contemporary ways of learning that emphasize the role of digitalization and collaborative learning with peers. We focus especially on learning in the context of Ramadan because, for many, the holy month is an essential time for apprehending Islamic tenets and practices. Our research indicates that the understanding of Islam among our research participants is a result of a complex set of connections and nodes of information, both online and offline. The research participants’ multisite learning was enriched with an abundance of horizontal (peer-to-peer) and vertical (teacher-to-student) connections, enabling multiple interpretations and reflective learning of Islam. Our research also suggests that in Finland, where Islam is a minority religion, the learning process to become a (better) Muslim contains many aspects shared equally by converts and those born Muslim.

Transforming learning experiences and assessments through AI‐empowered cocreation of quality feedback

AbstractThis article examines the transformative impact of generative artificial intelligence (GenAI) in enhancing feedback quality in a Bachelor of Science course. It the challenges of providing personalized, timely feedback to students in larger educational settings, focusing on the use of GenAI to analyze and respond to student logbooks. These logbooks are key to reflective learning and capture students’ insights and progress. The study explores the integration of GenAI in feedback provision, which moves beyond traditional automated processes to tailor feedback to individual student journeys, thus fostering a growth mindset. GenAI shows potential for revolutionizing learning feedback, with positive effects on student engagement and learning outcomes. The article details the innovation, implementation, and context of this approach, reflecting on the learning coach's experience and successes. It links these findings to educational theories, discussing the broader implications for educators, future AI integration in education, and policy considerations. The conclusion outlines the benefits of GenAI in feedback processes and future directions for exploration and ethical guidelines.

Enhancing Grammar Proficiency Through Social Media-Based Flipped Classrooms: A Review

This paper explores the enhancement of grammar proficiency through the integration of social media within flipped classroom models, particularly in the context of English as a Foreign Language (EFL) instruction. It examines the potential of social media to facilitate collaborative learning, promote engagement, and provide immediate feedback, thereby enriching the educational experience both inside and outside the classroom. The study highlights the importance of educator collaboration and the establishment of communities of practice to effectively integrate technology into grammar instruction. By analyzing various research findings, the paper aims to provide insights and recommendations for future research, emphasizing the transformative impact of social media on language acquisition and grammar learning. Ultimately, this work advocates for innovative pedagogical strategies that leverage digital tools to foster a more interactive and reflective learning environment.

Scientific Writing Training Through Hybrid Experiential Learning Strategies for Pondok Pesantren Teachers

The implementation of this activity aims to improve the skills of writing scientific papers for teachers within the scope of the Zainul Hasan Genggong Islamic Boarding School Probolinggo. The hybrid experiential learning strategy used in the implementation of scientific writing training is a combination of reflective, continuous and project-based learning. Scientific writing training activities for Islamic boarding school teachers are carried out boldly and attractively which are useful for maximizing the expected skill achievement. The above training activities have several stages as follows (1) finding out, ideas and basic scientific studies; (2) preparation of theoretical studies; (3) research design methods; (4) writing scientific articles; and (5) journal selection and article submission. At each stage of the assignment participants' activities and reviews to determine the understanding and skills acquired. The results of the implementation of scientific work training for Islamic boarding school teachers through a hybrid experiential strategy show that Islamic boarding school teachers can identify ideas or problems within the scope of their study and write them into scientific works.

An efficient improved parrot optimizer for bladder cancer classification

Bladder Cancer (BC) is a common disease that comes with a high risk of morbidity, death, and expense. Primary risk factors for BC include exposure to carcinogens in the workplace or the environment, particularly tobacco. There are several difficulties, such as the requirement for a qualified expert in BC classification. The Parrot Optimizer (PO), is an optimization method inspired by key behaviors observed in trained Pyrrhura Molinae parrots, but the PO algorithm becomes stuck in sub-regions, has less accuracy, and a high error rate. So, an Improved variant of the PO (IPO) algorithm was developed using a combination of two strategies: (1) Mirror Reflection Learning (MRL) and (2) Bernoulli Maps (BMs). Both strategies improve optimization performance by avoiding local optimums and striking a compromise between convergence speed and solution diversity. The performance of the proposed IPO is evaluated against eight other competitor algorithms in terms of statistical convergence and other metrics according to Friedman’s test and Bonferroni–Dunn test on the IEEE Congress on Evolutionary Computation conducted in 2022 (CEC 2022) test suite functions and nine BC datasets from official repositories. The IPO algorithm ranked number one in best fitness and is more optimal than the other eight MH algorithms for CEC 2022 functions. The proposed IPO algorithm was integrated with the Support Vector Machine (SVM) classifier termed (IPO-SVM) approach for bladder cancer classification purposes. Nine BC datasets were then used to confirm the effectiveness of the proposed IPO algorithm. The experiments show that the IPO-SVM approach outperforms eight recently proposed MH algorithms. Using the nine BC datasets, IPO-SVM achieved an Accuracy (ACC) of 84.11%, Sensitivity (SE) of 98.10%, Precision (PPV) of 95.59%, Specificity (SP) of 95.98%, and F-score (F1) of 94.15%. This demonstrates how the proposed IPO approach can help to classify BCs effectively. The open-source codes are available at https://www.mathworks.com/matlabcentral/fileexchange/169846-an-efficient-improved-parrot-optimizer.

Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives

Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives

Enhancing The Excellence of Quality Management System Auditors: A Competency-Based Training Model with Instructional Design Strategic Approaches and Measurable Outcomes

The development and implementation of a competency-based training model for Quality Management System (QMS) auditors are crucial for enhancing audit quality and organizational performance. This study identifies and addresses gaps in current auditor training programs through a structured approach that includes clear instructional goals, effective assessment tools, and robust instructional strategies. The research utilizes Training Needs Analysis (TNA) data and aligns training objectives with industry expectations through Occupational Standards and Competency Standards. Learning outcomes are formulated using the ABCD method (Audience, Behaviour, Condition, Degree) to ensure clarity, measurability, and achievability. The training program employs Outcome-Based Learning and Teaching (OBLT) methodologies, ensuring that the focus remains on achieving specific competencies. Self-assessment based on competency standards encourages reflective learning and self-improvement, while competency-based assessments measure the effectiveness of the training and the skills acquired by participants. The program culminates in the awarding of Micro Credentials and Certificates of Competency, which are traceable to national and international standards, thereby validating the skills and knowledge gained. Through rigorous testing and evaluation involving experts, educators, and participants, the study refines the training model to ensure its effectiveness and relevance. The findings indicate that the competency-based training model significantly improves the skills and performance of QMS auditors, leading to more effective audits and continuous quality improvement within organizations. This research contributes to the field by providing a comprehensive, evidence-based approach to developing high-quality training programs for QMS auditors.

Innovative Insights: Teaching Best Debriefing Practices Through Debriefing the Debrief.

Debriefing is essential in nursing education, aiding self-reflection and knowledge comprehension. Following the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice for Debriefing is key in promoting self-awareness and achieving learning objectives. Nurse educator students must practice designing, prebriefing, facilitating, and debriefing simulations to identify areas for improvement. A simulation experience was developed for graduate nurse educator students who participated in a postoperative scenario as nurses. Debriefing followed using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) method. Students debriefed the debrief gaining insight from an educator's perspective. The experience was valuable, gaining insights into the application of simulation. Debriefing the debrief allowed for reflection and dialogue from the educators' perspective. Debriefing the debrief allows nurse educator students to effectively analyze simulation-based education. Utilizing the PEARLS method allows for active engagement and reflection, improving the simulation's debrief. Deliberate practice and reflective debriefing prepare nurse educator students for their roles, by enhancing simulation outcomes and nursing education. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Relationship between types of emotion regulation and reflective learning: Based on latent profile analysis

This study investigated 704 high school students using Latent Profile Analysis to examine the relationship between types of emotion regulation and reflective learning. The analysis identified four latent categories of emotion regulation: low emotion regulation group (LERG) (14.8 %), moderate reappraisal-low suppression group (MRLSG) (58 %), low reappraisal-high suppression group (LRHSG) (8.4 %), and high reappraisal-moderate suppression group (HRMSG) (18.9 %). The results demonstrated that as age and grade increase, the students of LERG, MRLSG, and LRHSG will converge towards HRMSG and compared to males, females have a significantly lower proportion in the HRMSG than in the MRLSG. Significant differences were observed among these four categories in habits, understanding, reflection, and critical thinking behaviors, which represent different levels of cognitive and behavioral processes involved in reflective learning. Specifically, students in the HRMSG exhibited the highest levels of reflective learning behaviors, including well-developed study habits, deeper understanding of material, frequent reflection on their learning processes, and strong critical thinking skills. Conversely, students in the LERG showed the lowest levels in these areas. The findings of this study enhance teachers’ understanding of the emotion regulation characteristics within different subgroups of high school students and facilitate the adoption of effective educational strategies tailored to the specific characteristics of students to promote reflective learning and psychological health development. Additionally, this research provides empirical evidence for designing teaching strategies based on students’ types of emotion regulation.

Pengaruh Model Pembelajaran P2RE dalam Meningkatkan Keterampilan Menulis Teks Berita Siswa Kelas XI SMA Rahmat Islamiyah Medan

The research that has been carried out is entitled "The Influence of the P2RE Learning Model in Improving the Ability to Write News Texts for class This research aims to improve the ability to write news texts through the P2RE (Preparation, Organizing, Reflective and Evaluation) learning model for class XI students at SMA Rahmat Islamiyah Medan. This research methodology is quantitative by producing a pretest and posttest. Research procedures include planning, implementing actions, observing and reflecting. Data collection techniques through non-tests (tests on student learning outcomes, observation, documentation and questionnaires). Data analysis includes data analysis of validity tests, reliability tests, normality tests, homogeneity tests, hypothesis tests. The results of the research revealed that the results of student learning observations at the pretest stage were 9.9%. At the stage of working on pretest questions individually the average score for students at XI SMA Rahmat Islamiyah Medan was only 76.2, while at the posttest stage student learning outcomes were 14.6% and at the posttest question stage as a group the students' average score was 89.33. So the conclusion is that the average student score increased after being given the P2RE learning model by 13,11.

Self-reported online science learning strategies of non-traditional students studying a university preparation science course

Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.

Ethics and curricular competencies during a three-hour poetry workshop for health professionals.

Poetry is a powerful tool to promote communication, develop insight and empathy, examine ethical issues, and challenge assumptions. We have been using poetry in health professions education for many years and wished to capture its impact on healthcare learners and professionals, with a focus on competencies essential to healthcare providers. A three-hour poetry workshop was conducted during the National Conference for Health Professions Educators, 2022, for volunteers from the health professions. Poems were curated beforehand to highlight ethics concepts, and social and structural healthcare barriers. Participant responses suggested that they connected with the struggles depicted, noticed ethical issues, and experienced empathy. Online feedback from participants after the workshop revealed that the poems motivated self-reflection, gave voice to feelings, and helped understand patient perspectives. Our findings suggest that integrating poetry into the curriculum can improve educational competencies, enhance understanding of illness, and facilitate creativity, reflective learning, and discussions on self-care and burnout.

Being anti-racist as ceremonial journey: from and within reflective learning stories

ABSTRACT This paper explores the concept of being anti-racist as a ceremonial journey, using anti-racist reflective learning as its research framework. It examines my transformative journey as a racialized immigrant woman scholar by reflecting on personal experiences and engaging with community narratives. Through an anti-racist lens, the study highlights the importance of creating intercultural spaces for authentic engagement and mutual learning. By centring anti-racist learning experiences, the paper underscores my efforts to confront racism and foster social justice. Through critical reflection and communal dialogue, individuals navigate the complexities of racial consciousness, fostering empathy, solidarity, and personal growth. This paper argues that being anti-racist is not merely a personal endeavour but a collective journey towards equity and liberation, rooted in reflective learning and community engagement.