Reflective Learning Experience Research Articles

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 reflective practice learning experience with higher education exercise physiology students

ABSTRACT Accredited exercise physiologists are higher education qualified health professionals who prescribe exercise as a preventative and treatment modality for individuals diagnosed with chronic conditions. Reflective practice is integral to the exercise physiology discipline, however its integration into curriculum requires further development and research. Utilising clinically based scenarios, final year students (N = 21), participated in a three-week reflective learning experience using the 6 step SPROUT acronym, represented as Situation, Past experiences, Read and refer, Other influences, Understanding and Taking it forward. Students completed the Reflection in Learning Scale (RLS) and responded to questions about confidence. Reflective scripts were reviewed, and clinical supervisors were interviewed. For the RLS, students scored higher on planning, knowledge integration and mental processing and lower for topic interactions, mindful summarising and coping with negative feelings. Students (75%) indicated that they were mostly or very confident in the use of reflective practice. Qualitative responses showed that using SPROUT did reinforce clinical learning. Time constraints and the separateness of higher education from the ‘real world’ were also points of view. Analysis of student scripts revealed a range of developing reflective ability. Supervisors focused on the importance of reflective practice and the contribution, that SPROUT had made to the overall experience.

Leveraging massive open online courses to foster reflective practice in blended university courses

ABSTRACT Opportunities and concerns regarding the use of Massive Open Online Courses (MOOCs) in higher education have evolved along with them. A concern is how their use could support the higher-order learning appropriate for higher education. Grounded in the conversational framework, this case study explored how reflective practice could be fostered in a MOOC-based blended learning course and how students perceived it. Through document and content analyses conducted on curricular documents and student self-reports, findings showed that the blended course design, the design of the MOOC itself, and the affordance of the FutureLearn platform encouraged reflection. The students perceived articles, videos, and discussions within the MOOC as highly stimulating for reflective activities and positive learning experiences. This study builds on previous research on how MOOCs, given their asynchronous, self-paced format, can be effective in fostering reflection among students.

대학생의 성찰일지 작성 및 공유에 관한 학습 경험과 교육적 효과

The purpose of this study is to qualitatively explore learning experiences and student performances of writing and sharing reflection journals of college students in a lecture-based class. For this purpose, this research analyzed the contents of the students' reflection journal documents in ‘Multicultural Society and Education’ class. In addition, in-depth interviews were conducted with five purposefully sampled students. First, the aspects of learning experience through analysis of the contents of the reflection journal were derived as follows: 1) in-depth thinking experience, 2) active learning experience, 3) significant learning experience, and 4) reflective learning experience. Second, the educational effects of writing reflection journals included 1) meta-cognition, 2) understanding one's opinions and arguments, 3) long-term memory, 4) effective writing skills, and 5) promoting change of challenging behavior. Third, the educational effects of sharing reflection journals included 1) intellectual stimulation, 2) development of learning strategies, 3) empathy and receptive Attitude, 4) expansion of perspectives on phenomena, and 5) engagement as an instructional designer. Based on the research results, theoretical and practical implications for college students' reflection journals were presented.

Empowering Youth to Combat Malicious Deepfakes and Disinformation: An Experiential and Reflective Learning Experience Informed by Personal Construct Theory

The potential to weaponize deepfakes is growing at an alarming rate. The study aimed to explore how education can help youth develop resilience to malicious deepfakes and the ability to counter disinformation, regardless of context. Sixteen youth between the ages of 18 and 24 participated in a 9-h, cutting-edge, experiential, and reflective learning experience on deepfakes and disinformation informed by personal construct theory (PCT). Participants experienced the creation of deepfakes and assessed their ability to counter disinformation. They delved into their own construct systems and reflected on the genesis of their vulnerabilities. They moved from being unfamiliar with the deepfake phenomenon to becoming empowered digital citizens, motivated to develop their skills in assessing the validity of online information and resisting manipulation regardless of its source. The study provides recommendations for more targeted education about deepfakes and disinformation for youth. Educators, curriculum developers, and policymakers can use these findings to ensure that a well-equipped generation of digital citizens protects society from the growing disinformation plague. With this proof of concept, the next step is to bring this approach to a larger number of youth and contribute to the fight against malicious deepfakes, while developing strategies to integrate PCT-informed learning experiences into education.

Assessing the Learning Outcomes of a Role-Playing Simulation in International Environmental Politics

This paper pilots a method of testing the learning effects of a role-playing simulation of negotiations over the Nile basin. Players negotiate how to apply general principles from international law, such as sharing water equitably and avoiding significant harm, to specific circumstances of the river basin. Students are presented with a set of factual statements about the basin and surveyed before and after play as to which facts will be (were) most important in negotiations. Surveys of 75 participating graduate students show interesting patterns: (1) a shift from emphasis on managing risks to exploiting cooperative opportunities; (2) change in the value orientation of the statements students consider most important, with development-oriented values increasing and environment-oriented values decreasing; and (3) change in the dimensions of power students consider most salient, including an increased appreciation for the institutional and knowledge-related elements of power and a de-emphasis on the structural aspects of power. Before-and-after surveying offers an alternative to the more common methods of learning assessment, based on knowledge acquisition or student satisfaction, while discussion of the survey results with students allows for a richer, more reflective learning experience.

Graphic Design and Transformative Learning: How a Logo Design Can Be a Transformative Experience

Transformative learning is a holistic process that places students at the center of their own active and reflective learning experiences, it is not a new methodology for instruction, yet its practice has not widely been adopted in graphic design education. This paper will examine the Melton Gallery rebrand project at the University of Central Oklahoma as a case study on how to engage graphic design students in transformative learning, using a mentorship initiative that focuses on tenets of leadership and research to solve design problems, discuss hurdles that were encountered along the way, and further promote experiential learning as an effective tool for transformative learning.

Small group teaching

The medical education is shifting from teacher centric methods to student centric methods in these times. Nowadays more emphasis is given on learning component as compared to teaching component. Earlier, the large group teaching was considered as the principle method to deliver the content to the large number of students. But since few years, the small group teaching has over taken in imparting the knowledge as well as skills in medical students. The small group teaching plays a key role in developing confidence, self learning ability, critical thinking as well as problem solving skills, and leadership & team working capacity among the students. In this method, the educator plays a role of facilitator rather than lecturer, where the students are given problems or tasks instead of readymade solutions. It provides opportunity to the students for interactive discussion and masters them in communication skills also which is need of the time. Small group teaching demands time, resources, well planning and active participation from both educators as well as learners. If some principles are considered and followed then it can give better outcome and can be made enjoyable reflective learning experience for students.

A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE).

We explored the use of a video-based reflective design in preparing first-year pharmacy students for their Objective Structured Clinical Examination (OSCE) in Victoria, Australia. This involved pre-workshop activities (a recording of themselves simulating the pharmacist responding to a simple primary care problem, written reflection, review of the OSCE video examples and pre-workshop survey); workshop activities (peer feedback on videos) and post-workshop activities (summative MCQ quiz and post-workshop survey). These activities took place three weeks before their OSCE. A mixed-method study design was employed with quantitative and qualitative analyses of the surveys and a focus group. A total of 137 students (77.4%) completed the pre- and post-workshop surveys, and ten students participated in the focus group. More student participants (54%) reported feeling prepared for the OSCE post-workshop than pre-workshop (13%). The majority (92%) agreed that filming, watching and reflecting on their video allowed them to learn and improve on their skills for the OSCE. The regression analysis found that video recording submissions and written reflections correlated positively with student OSCE performances, and the video-based reflective design learning experience was perceived to be beneficial in multiple ways. Thematic analysis of the focus group data revealed that students acquired metacognitive skills through the self-assessment of their video recordings, developed an awareness of their learning and were able to identify learning strategies to prepare for their first OSCE. Fostering students’ feedback literacy could be considered in future educational designs.

Geneticus Investigatio: a technology-enhanced learning environment for scaffolding complex learning in genetics

Bioscientists such as geneticists and molecular biologists regularly demonstrate the integration of domain concepts and science inquiry practices/skills while explaining a natural phenomenon. The complexity of these concepts and skills becomes manifold at the tertiary undergraduate level and are known to be challenging for learners. They learn these in silos as part of theory classes, practical labs, and tutorial sessions while in an industry, they will be required to integrate and apply in a given authentic context. To support learners in this process, we have designed and developed Geneticus Investigatio (GI), a technology-enhanced learning (TEL) environment for scaffolding complex learning in the context of Mendelian genetics. GI facilitates this complex learning by the integration of domain concepts and science inquiry practices through inquiry-driven reflective learning experiences, which are interspersed with inquiry-based learning steps in an authentic context along with metacognitive reflection. In this paper, we present two cycles of iterative design, development, and evaluation of GI, based on the design-based research (DBR) approach. In the first DBR cycle, we identified the pedagogical design features and learning activities of GI based on an exploratory study with bio-science instructors for facilitating complex learning. We then report a pre-post classroom study (N = 37) in which we investigated the learning and perceptions of usability and usefulness of GI. The results indicate high learning gains after interacting with GI and learner perceptions that activities in GI help learn concepts and inquiry practices along with its integration. It is followed by the identification of interaction and other difficulties by the learner, which were triangulated with different data sources. It provided insights into the pedagogical and design changes required in GI. The revised version of GI was evaluated with a quasi-experimental classroom study (N = 121). The results indicate that the drawbacks of the previous version of GI were addressed. The main contributions of this research are a pedagogical design for facilitating complex learning and its implementation in the form of GI TEL environment.

Dialogue and studio space: the architectural design studio as the setting for continuous reflection

Teaching and learning in the design studio aims to continuously offer the learner opportunities to relate their individual experience to the discourses shaping the professional field through an iterative process of inquiries, reflection and actions. This paper highlights the role of level-specific dialogue in the provision of design studio teaching at the early stages of the student’s journey toward professionalisation. It will be suggested that the Problem-Based Learning model enshrined in the idea of studio teaching alone does not facilitate for a sufficiently refined and truly reflective learning experience. By looking at a range of publications on the reflective practitioner, I hope to focus the discussion on the diachronic nature of dialogue in the disciplinary context of architectural education. The discussion of a number of case studies from the First Year provision at the CASS School of Architecture will illustrate a participatory approach to the dialogical scaffolding of early learning experiences and the assessment of generated outcomes as the conceptual framework of dialogical learning in the design studio. It will be argued that sustaining a dialogical process, based on multi-voiced provision, can contribute to the continuity of the learning experience at advanced levels of undergraduate studies, while critically addressing concerns raised about traditional studio teaching practices.

Impact of ePortfolios on Science student-teachers' reflective metacognitive learning and the development of higher-order thinking skills

A concern in higher education is that most students do not acquire higher-order thinking skills, ‘cannot think’, are not engaged in reflective student-centred teaching and learning and do not always acquire technology skills. Numerous studies have indicated the importance of a digital learning environment that facilitates the acquisition of IT skills, reflective and critical thinking learning skills while creating an electronic portfolio. To establish the impact of portfolios on the reflective metacognitive learning and the development of higher-order thinking skills in student-teachers (n=167) in the field of science, qualitative and quantitative approaches were used to collect data. The results showed that for the majority of the participants (n=160) it was the first time that they had created an ePortfolio and engaged in reflective metacognitive learning experiences. The researcher was able to identify students’ weaknesses and strengths, their interests and goals in life. Most of them regarded the learning process as time consuming, did not wish to share poor learning experiences with others, found it difficult to express their learning experiences in a second language and were unable to create an ePortfolio in an organised manner as they were not capable of metacognitive reflection. This paper is relevant for higher education lecturers in developing students to become independent learners by using an ePortfolio.

From an Active Learner to a Reflective Practitioner: Learning to Become a Professional Indonesian EFL Instructor

For teachers, professional development is a lifelong journey and a complex and multi-dimensional process. Effective professional development requires practitioners to engage not only in training but also in habitual reflection. However, research on reflective learning within the context of Indonesian English as a Foreign Language (EFL) teaching, at both secondary and tertiary levels, is limited. Using the-Self Study, Qualitative Inquiry this article explores my reflective practices in the Indonesian educational context. It is structured around a narration of my roles as an active EFL learner and instructor which have led me to become a reflective practitioner. The article starts with my first contact with English and then goes on to my later learning-teaching experiences. It highlights the process of my reflective learning experience and its influence on my practices as an EFL instructor. In doing so, it aims to encourage similar awareness and reflective professional development in Indonesian EFL teachers. My reflection reveals that learning from experience allows educational practitioners to improve professional competent.

The value of psychosocial group activity in nursing education: A qualitative analysis

BackgroundNursing faculty often struggle to find effective teaching strategies for nursing students that integrate group work into nursing students' learning activities. ObjectivesThis study was conducted to evaluate students' experiences in a psychiatric and mental health nursing course using psychosocial group activities to develop therapeutic communication and interpersonal relationship skills, as well as to introduce psychosocial nursing interventions. MethodsA qualitative research design was used. The study explored nursing students' experiences of the course in accordance with the inductive, interpretative, and constructive approaches via focus group interviews. Participants were 17 undergraduate nursing students who registered for a psychiatric and mental health nursing course. The collected data were analyzed by qualitative content analysis. ResultsThe analysis resulted in 28 codes, 14 interpretive codes, 4 themes (developing interpersonal relationships, learning problem-solving skills, practicing cooperation and altruism, and getting insight and healing), and a core theme (interdependent growth in self-confidence). ConclusionsThe psychosocial group activity provided constructive opportunities for the students to work independently and interdependently as healthcare team members through reflective learning experiences.

Expanding the Caring Lens: Nursing and Medical Students Reflecting on Images of Older People

In changing higher education environments, health profession’s educators have been increasingly challenged to prepare future health professionals to care for aging populations. This article reports on an exploratory, mixed-method research study that used an innovative photo-elicitation technique and interprofessional small-group work in the classroom to enhance the reflective learning experience of medical and nursing students. Data were collected from pre- and postquestionnaires and focus groups to explore shifts in perceptions toward older persons following the reflective learning session. The qualitative data revealed how using visual images of older persons provides a valuable learning space for reflection. Students found meaning in their own learning by creating shared storylines that challenged their perceptions of older people and themselves as future health professionals. These data support the use of visual methodologies to enhance engagement, reflection, and challenge students to explore and deepen their understanding in gerontology.

Exploring the Reflective Learning Experiences of Primary School Teachers during the use of Open Educational Resources

<p class="2M-body">This paper looks at the reflective learning experiences of primary school teachers, who were encouraged to engage in reflective activities as a way of improving their pedagogical practice during the use of Open Educational Resources (OER). The assumption of the study was that OERs have the potential to improve teachers’ pedagogical content knowledge and skills, as well as their networking and collaborative activities and impact on their professional practice. Ten (10) out of forty-two (42) primary school teachers, who participated in a training workshop focused on the use of OER, were purposively sampled to keep a reflective journal of their learning experiences and share the outcomes with their colleagues. Interviews were used in collecting data from the cohort. Using phenomenology as a methodology and content analysis as a tool for analyzing the data collected, the ‘stories’ of these teachers were analyzed manually and presented in a report at a seminar. The findings indicated that teachers acknowledged the added values that OER have had on their pedagogical practice; the influence that the new knowledge and skills have had on students' learning and the enthusiasm that students exhibited when active learning strategies were used in teaching. However, the reflective learning elements that teachers were expected to exhibit in their writing were lacking. The deep thinking and learning from their critical analysis of their experiences were not evident in their responses. It is recommended that sessions on reflective teaching, learning and writing should be incorporated into pre- and in-service teachers' training sessions. Skill building in reflective writing and learning should be introduced to teachers early in practice and during training for them to build the culture of reflection in teaching.</p>

Back to basics: Cracking a nut in using English indefinite articles

This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007).

"Where Does the Circle End?": Representation as a Critical Aspect of Reflection in Teaching Social and Behavioral Sciences in Medicine.

This paper describes a reflective learning program within a larger curriculum on behavioral and social science that makes use of close reading, written representation of experience, discussion, and textual response. This response may in turn lead to further reflection, representation, and response in a circular pattern. A unique feature of this program is that it pays attention to the representation itself as the pivotal activity within reflective learning. Using the narrative methods that are the hallmark of this program, faculty writings were analyzed to characterize the essential benefits that derive from these practices. In the context of a faculty development seminar on the teaching of behavioral and social sciences in medical curricula, a group of 15 faculty members wrote brief narratives of reflective learning experiences in which they had made use of the methods described above. Their responses were submitted to iterative close reading and discussion, and potential themes were identified. Four themes emerged: writing as attention to self, writing as attention to other, writing as reader/writer contract, and writing as discovery. In each instance, writing provides a new or deepened perspective, and in each case, the dividends for the writer are amplified by the narrative skills of those who read, listen, and respond. The narrative pedagogy described and modeled herein provides a potentially promising approach to teaching the social, cultural, behavioral, and interpersonal aspects of medical education and practice. Future research will deepen our understanding of the benefits and limitations of this pedagogy and expand our appreciation of its applications.

Reflective learning in higher education: a qualitative study on students’ perceptions

This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis. The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on RL.

From PE experiences to PE teaching practices? Insights from Scottish primary teachers' experiences of PE, teacher education, school entry and professional development

Morgan and Hansen suggest that further research is needed to explore how non-specialist primary teachers approach and teach physical education (PE) based on their personal school PE backgrounds, teacher education experiences and ongoing professional development. This paper adopts Lawson's socialisation model, a theoretical framework subsequently used by many other researchers, to explore how primary teachers' experiences in various contexts ‘shape [their] knowledge and beliefs about the purpose of physical education, its content and teaching approaches’. Examining teachers' beliefs and attitudes towards PE is arguably important as it highlights how they approach the profession and enact particular teaching practices. We examine the views of 327 non-specialist primary teachers who participated in a postgraduate certificate in primary PE run by the Universities of Glasgow and Edinburgh. This article reports findings from the baseline data of our longitudinal research—arguably crucial in ascertaining teachers' starting point and useful in monitoring the programme's impact. Our findings suggest the prevalence of negative PE experience during primary and secondary years, which we considered part of Lawson's ‘acculturation’ phase. Experiences during initial teacher education (ITE) or ‘professional socialisation’ showed that teachers were only given a basic starting point, which was inadequate for teaching PE effectively. The initial teaching experience or ‘organisational socialisation’ stage also presented major challenges for teachers who endeavoured to apply knowledge and skills acquired during ‘professional socialisation’. We suggest that how teachers' conceptions about PE are formulated and the accounts of challenges they encountered upon school entry are vital for the design and delivery of effective ITE and PE-CPD. Additionally, these findings underpin the need for more critical and reflective learning experiences at all levels of PE.