Reflective Learning Research Articles

Development of a hybrid reflective micro learning model based on ICT in Micro Teaching courses

This research aims to develop a hybrid reflective micro-teaching model. The research method used is a type of research and development referring to the Borg and Gall RD Cycle. The research results from reflection sheets indicate that some students could perceive the teaching for themselves. This is evidenced by the correspondence between friend’s assessments and the results of their reflections. However, some students seemed less attuned to what was being taught. Peer observations and reflection on students’ learning indicate a promising potential for improvement in students’ self-assessment. For instance, some students reflected “good” in planning and implementing materials but couldn’t demonstrate their abilities accordingly. Limited trials of the Reflective Microteaching model indicate a tendency for students to respond positively to the model. Observations using various instruments also show an inclination toward better understanding and increased awareness of learning planning and implementation. Nonetheless, there are still discrepancies between reflection results and friends’ observations.

Post-Pandemic Shifts in English Language Teaching: Challenges and Perceptions in Online Learning Environments

Online learning has significantly transformed lecturers' methodologies and students' learning experiences in English Language Teaching (ELT). This qualitative case study explores the perceptions and challenges of online ELT in the post-pandemic context, aiming to inform the design of effective future online learning environments. Data were gathered through document analysis, unstructured questionnaires, and semi-structured interviews with six lecturers and ninety students from the English Language Education Study Program at Universitas Mahasaraswati Denpasar. Findings indicate that online ELT has enhanced flexibility and accessibility, boosting learners' self-confidence and fostering self-directed and reflective learning through structured educational presentations. However, challenges persist, including the need for lecturers to maintain student engagement and provide effective feedback online, ensuring that even disengaged students participate actively. Additionally, the objectivity of online assessments and the technological divide are critical concerns. The study underscores the necessity of meticulously addressing these challenges and perceptions to cultivate more dynamic and inclusive online ELT classrooms in the future.

Reflective professional learning practices of Ethiopian primary school teachers: the gap between practice and theory

ABSTRACT This study explored the discrepancy between the actual reflective professional learning practice of Ethiopian primary school teachers and what has been voiced theoretically. The study employed a constructivist world view, which prompted qualitative methods of inquiry. The data-gathering tools used were in-depth interviews and focus group discussions (FGDs). The thematic analysis indicated that there exists a gap between the actual reflective practice of primary school teachers and what has been voiced theoretically. The absurdly low payment of teachers is found to be the main reason that demotivated teachers from engaging in continuing reflective practice to improve their knowledge and practice. Teachers seem to have lost passion and enthusiasm for professional learning activities, and they assume reflection merely for compliance purposes. This resulted in pseudo-reflective professional learning practice where the link between theory and practice is loose.

A Comparison of 2 Debriefing Rubrics to Assess Facilitator Adherence to the PEARLS Debriefing Framework.

Many educators have adopted the Promoting Excellence and Reflective Learning in Simulation (PEARLS) model to guide debriefing sessions in simulation-based learning. The PEARLS Debriefing Checklist (PDC), a 28-item instrument, and the PEARLS Debriefing Adherence Rubric (PDAR), a 13-item instrument, assess facilitator adherence to the model. The aims of this study were to collect evidence of concurrent validity and to evaluate their unique strengths. A review of 130 video recorded debriefings from a synchronous high-fidelity mannequin simulation event involving third-year medical students was undertaken. Each debriefing was scored utilizing both instruments. Internal consistency was determined by calculating a Cronbach's α. A Pearson correlation was used to evaluate concurrent validity. Discrimination indices were also calculated. Cronbach's α values were 0.515 and 0.714 for the PDAR and PDC, respectively, with ≥0.70 to ≤0.90 considered to be an acceptable range. The Pearson correlation coefficient for the total sum of the scores of both instruments was 0.648, with a values between ±0.60 and ±0.80 considered strong correlations. All items on the PDAR had positive discrimination indices; 3 items on the PDC had indices ≤0, with values between -0.2 and 0.2 considered unsatisfactory. Four items on both instruments had indices >0.4, indicating only fair discrimination between high and low performers. Both instruments exhibit unique strengths and limitations. The PDC demonstrated greater internal consistency, likely secondary to having more items, with the tradeoff of redundant items and laborious implementation. Both had concurrent validity in nearly all subdomains. The PDAR had proportionally more items with high discrimination and no items with indices ≤0. A revised instrument incorporating PDC items with high reliability and validity and removing those identified as redundant or poor discriminators, the PDAR 2, is proposed.

Using Active and Reflective Learning Strategies to Teach About Professional Nursing Associations.

Using Active and Reflective Learning Strategies to Teach About Professional Nursing Associations.

Breaking the sound of silence: Professional learning in an early career music teacher conversation group

Professional development, typically initiated by administrators to improve student achievement outcomes, is often irrelevant to the needs of early career music teachers. As music teacher educators, we were concerned about issues of importance to early career music teachers as they entered the music teaching profession. We explored conversation as a conduit of reflection and professional learning by convening a conversation group of five early career music teachers who gathered over six, one-hour-long meetings. Guiding their discussions were topics they identified in questionnaires administered before and during the study. Data included audio-visual recordings of the meetings, questionnaires, and researcher memos. Four themes emerged from our analysis of their conversations: (a) educating administrators and mentors, (b) knowing their place, (c) overcoming a lack of resources, and (d) giving students lifelong musical skills. We interpreted these findings through the lens of Snow’s principles of symbolic interactionism. The conversation group facilitated the music teachers’ move from the initial shock of sedimented school culture to a position of agency. The freedom of conversation around chosen topics of professional and personal importance provided the early career music teachers with choice, self-direction, collective support, and agency—key components of professional learning.

Students online learning experience during emergency remote teaching in higher education

For actionable insight, this study explored computer science and information technology students’ online learning experience in an emergency remote teaching during the COVID-19 pandemic in a public technical university in Ghana. A mixed method research of both quantitative and qualitative design was used to expand the evidence base. The inherent set of factors of the learning experience were determined by an exploratory factor analysis and confirmed with a multiple regression. Six factors comprising sense of concern, institutional support, effective communication, connectedness, mediated technologies, and stress levels explained 66.5% of the variance in the patterns of relationship. All factors had positive regression weights and added significantly to the prediction. Potentials identified comprised positive reactions to institutional support, improved lecturer-student interaction, active participation, accessible course contents, and moderately high future online learning expectations. The challenges included unpreparedness, unreliable Internet, high cost of data, and incidental learning design and pedagogy. Evidently, the higher education landscape shifted during the pandemic in obvious ways to merit further studies and reflective online learning administration to inform robust technology-oriented post-pandemic practices.

Students’ perceptions toward providing video-enhanced multimodal feedback on oral presentations

Video feedback is a promising yet underutilized tool in language education, particularly in facilitating speaking performance assessments. This study delves into the specific applications and impacts of video feedback on language learners’ perceptions. It incorporates a mixed-methods approach, including questionnaire responses from twenty participants and in-depth interviews with twelve. The key findings revealed that students significantly favoured video technology over traditional written feedback for their speaking performances. Specifically, over 75% of participants expressed an elevated level of engagement and learning due to the multimodal and dialogic nature of video feedback. This interactive approach resulted in an enriching reflective learning experience, with learners demonstrating heightened awareness of their performance and areas for improvement. The study further identified the added advantage of learning autonomy, with students appreciating the ability to self-assess their performance through video feedback. This research addresses a significant research gap by shifting the focus from teachers’ perspectives to students’ viewpoints, specifically in the context of oral performance. It contributes valuable insights into the provision and efficacy of video-enhanced feedback for spoken language assessment.

A Practical Study on Enhancing Students’ Mathematical Literacy by “Integration of Doing, Learning and Teaching”

In face of the mathematical foundation of students in higher vocational colleges, Tao Xingzhi’s educational thought is of great guiding significance. “Integration of doing, learning and teaching” is not only the theoretical basis of Tao Xingzhi’s educational thought, but also his methodology and action guideline. Tao Xingzhi emphasizes the unity of knowledge and action, among which action is greater than knowledge. This concept is isomorphic with the mathematical culture curriculum. Drawing on the idea of “integration of doing, learning and teaching”, we explore the math culture curriculum and expand the four forms of teaching and learning in math culture: theoretical training, practical exploration, research-based learning, and reflective learning. In the implementation of the school-based curriculum, local teaching resources should be fully exploited, constructing the mathematics teaching mode of “Integration of doing, learning and teaching”, effective teaching methods and classroom evaluation algorithms, ensuring the relevance of vocational education and improving mathematical literacy.

Assessing Healthcare Simulation Facilitation: A Scoping Review of Available Tools, Validity Evidence, and Context Suitability for Faculty Development in Low-Resource Settings.

Assessment tools support simulation facilitation skill development by guiding practice, structuring feedback, and promoting reflective learning among educators. This scoping review followed a systematic process to identify facilitation assessment tools used in postlicensure healthcare simulation. Secondary objectives included mapping of the validity evidence to support their use and a critical appraisal of their suitability for simulation faculty development in low-resource settings. Database searching, gray literature searching, and stakeholder engagement identified 11,568 sources for screening, of which 72 met criteria for full text review. Thirty sources met inclusion; 16 unique tools were identified. Tools exclusively originated from simulation practice in high-resource settings and predominantly focused on debriefing. Many tools have limited validity evidence supporting their use. In particular, the validity evidence supporting the extrapolation and implications of assessment is lacking. No current tool has high context suitability for use in low-resource settings.

Patient-based interdisciplinary e-learning with reflection: An experience of biomedical science, allied health and complementary medicine students

E-learning modules were developed to enhance student engagement, reflection and interdisciplinary learning in Pathology courses undertaken by students from the Biomedical Science, Allied Health, and Complementary Medicine disciplines. The modules focused on generating multi-disciplinary and team-based solutions to diagnosis, prognosis and treatment/management of patients. At pre- and post-intervention, we analysed the students’ experience of three themes: E-learning, reflection, and interdisciplinary learning. Flexibility and ability to reinforce understanding of course content were identified as main advantages of e-learning but a lack of direct support was a common concern. Visual aids and interactive assessments were suggested to improve online experiences. While all students had a positive pre-conception of all themes prior to intervention, the delivery of the modules significantly improved students’ perception on how e-learning deepened their understanding of course materials via reflection and interdisciplinary learning, with both aspects serving to create a holistic learning experience.

How can we ensure limited individual tutorial time is reflective? The reflective individual tutoring model for higher education

ABSTRACT University tutoring can play an important role in the transition from content-centered learning to student-centered learning in the transformations that are taking place in higher education institutions. This transition needs evidence-based proposals that go in this direction but that adapt to what teachers are already doing when they individually tutor their students without adding new workloads to their saturated schedules. Reflective Learning is conceived as an active Student-Centered Learning methodology that aims to increase learners’ agency, focusing specifically on developing learners’ capacities to influence their learning environments and their lifelong learning trajectories. However, to the best of our knowledge, there is no model that describes how to implement reflective individual tutoring in higher education, leaving a significant gap in knowledge and research about this area of university teaching activity. The aim of this work is to present the RITHE (Reflective Individual Tutoring in Higher Education) model, based, on one hand, on the lessons learned studying highly effective tutors in primary and secondary education, and on the other, on the theoretical and methodological principles of reflective learning. This article will explain a tutorial proposal, which is structured in three blocks and seven phases. The model is intended to serve as a guide for university educators, with applications in various areas of knowledge, and to encourage evidence-based practice research on the subject.

Book Review of Decolonization in Practice: Reflective Learning From Cross-Cultural Perspectives

Book Review of Decolonization in Practice: Reflective Learning From Cross-Cultural Perspectives

RELATION BETWEEN ART, DESIGN AND CRAFT: THE IMPORTANCE OF LEARNING ARTISTIC TECHNIQUES TEXTILE IN THE FORMATION OF FUTURE FASHION DESIGNERS

This study started from the idea that knowledge of visual elements and aesthetics of textile arts, understanding contemporary textile techniques, is a form of reflective learning in which the practice (for example: physical actions in the fabric of the technique, touching and feeling the materials) can lead to the deepening of the creative process, contributing to the creation of an aesthetic that is not only visual, but also deeply material and even technical. This way of integrating the knowledge and values of art into fashion design in an experimental and reflexive manner can be a creative factor, therefore the analysis focused both on the idea of how fashion can be transformed through different ways of making textiles and on understanding the importance of knowing them.

Do medical specialists accept claims-based Audit and Feedback for quality improvement? A focus group study

ObjectivesAudit and Feedback (A&F) is a widely used quality improvement (QI) intervention in healthcare. However, not all feedback is accepted by professionals. While claims-based feedback has been previously used for...

Evaluation of a Simulation Based Training Course for Non-Consultant Hospital Doctors (NCHDS) in Psychiatry

IntroductionSimulation-based training (Sim) is an established method of teaching in medical education and can help bridge the gap between medical theory and clinical practice. While sim is well-established in medical and surgical specialties, it is less well developed in psychiatry. Psychiatric emergencies often occur out of hours when there are fewer senior staff available on-site. Sim offers a safe setting for development of essential clinical skills with carefully delivered feedback.Sim can be high-cost involving specialized simulation facilities, especially when utilising high-fidelity equipment. Even lower-fidelity techniques requiring standardized patients (SPs) require funding for actors and this can be a barrier to utilising Sim.ObjectivesWe piloted a Sim course to NCHDs working in psychiatry in a tertiary university hospital with the aim of improving trainee skills and confidence in managing psychiatric emergencies on-call including risk assessment, involuntary admission and acute behavioural disturbance. A low-fidelity approach was taken with minimal use of SPs.MethodsA sim handbook developed by Irish Centre for Applied Patient Safety and Simulation (ICAPSS) was used for reference in developing the simulation modules. Three modules were delivered in a structured manner over three hours; involuntary admission, risk assessment and management of acute behavioural disturbance. Each module involved the simulation exercise (20 minutes) followed by debrief (20 minutes). The facilitated debrief involved open discussion and prompted reflective learning. Anonymous, paper-based questionnaires were used to collect feedback on participants’ experience of the training.ResultsThere were 12 attendees and ten participants completed the feedback. All participants (100%, n=10) agreed or strongly agreed that sim helped them to learn and all agreed that the topics covered were relevant to their clinical role. All participants (100%, n=10), indicated that they enjoyed the workshop. Eighty percent (n=8) agreed or strongly agreed that they would like to do more sim-based workshops. The supportive environment and debrief sessions were reported as the most enjoyable aspects of the workshop.ConclusionsParticipants unanimously agreed that the training was useful to them in their clinical roles and helped them to learn. Sim was effective in teaching high risk complex psychiatric cases to psychiatry NCHDs and consideration should be given to expand this teaching method within postgraduate psychiatry training in Ireland.Disclosure of InterestNone Declared

Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

Facilitating learner reflection: Online goal setting and self-evaluation in Japanese higher education

The aim of this study was to investigate student preferences and usage patterns of a custom web application designed for goal setting and self-evaluation, implemented within compulsory English as a Foreign Language (EFL) classes at a higher education institution in Japan. This application was introduced to support learner reflection, with the goal of enhancing student performance and reducing course repetition rates. Analysis of the web application usage data from 88 participants revealed that students choosing more challenging goals consistently rated their performance higher in self-evaluations (p < .001) than those opting for easier goals. Furthermore, data from closed-ended questionnaire responses showed a strong preference among students for the online platform over traditional paper-based methods for goal setting and self-evaluation (p < .001). While these results underscore the potential of such an approach in enhancing academic outcomes, the study’s modest scale necessitates broader research for validation. Examining actual achievement data with a larger cohort would offer a more comprehensive understanding of the efficacy and broader implications of these methods.

EFL Pre-service Teacher Profile: A Level of Reflection Regarding Professionalism Readiness

LPTK (Educational University) has a function and role in preparing professional prospective teachers. One of the indicators that must have is the ability to reflect on learning. The function of learning reflection has the aim of improving sustainable learning. the researcher would like to focus this study to find out how the level of reflection and to examine the level of reflection This research involve qualitative research, The data collection technique in this research is documentation of articles related to the research problem and the interview. The research instrument in this study is the reflection journal done by students when they have completed the learning. Then, the researcher conduct interviews with students regarding matters related to the results of the data.According to the results of the reflective learning journal worksheets conducted by EFL preservice teachers, there are (76.47%) at level C, (17.65%) at level D, and (5.88%) at level B. EFL preservice teachers unable to reach the highest level of reflection because a) Lack of understanding of reflective learning journals b) Difficulties getting to begin writing.This study concludes that the level of reflection level of EFL pre-service teachers are on average. Reflective learning journals need to be done regularly in every lesson to increase the level of reflection. Preparing professional EFL preservice teachers require a significant increase in the level of reflection.

The effects of reflection and transfer on students’ post-course retention while learning experientially

Experiential learning is widely used at the post-secondary level, but it requires intentional curricular planning, and proper facilitation from the instructor. The effects of experiential learning in agricultural education settings at the higher education level have not been tested extensively. Therefore, additional examination is needed to inform the practice of college faculty, especially those who wish to implement effective experiential learning in their teaching. The purpose of this study was to examine the effects of reflection mode (peer verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ post-course knowledge retention in an undergraduate, animal science, laboratory course. In total, 114 students were divided among six treatment groups using a quasi-experimental, two-way, analysis of covariance (ANCOVA) design. There was no statistically significant interaction effect between reflection mode and transfer level on students’ post course retention, nor were there statistically significant differences for theses main effects. While no treatment group was statistically significant, this does not mean that the mode of reflection or level of transfer were not effective practices. Rather, no reflection mode, transfer level, or combination thereof was more effective than the others. Practitioners of experiential education should seek to implement holistic models of experiential learning, which includes the facilitation of learner reflection and application, in order to foster an educative experience.