Reflective Questions Research Articles

Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module

ABSTRACT This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions.

The Role of Reflection in Learning with Simulation Games – A Multi-Method Quasi Experimental Research

Introduction The role of reflection in experience-based learning is discussed widely. This paper researches the effects of a reflection assignment as part of debriefing with qualitative and quantitative methodology in five simulation game-based seminars. Research Design and Methods The intervention (reflection assignment) used in this study consists of three reflective questions that are discussed in groups. We aim to find out the effects of adding this intervention to the regular in-between-debriefings (three times during the whole seminar). The methodological setup is quasi-experimental and so, consisted of a test group and a control group. Two different types of simulation games were used, one a general management game and the other a change management game. Data used in this study is gathered from three different sources: First, we used in-game-performance data from both games. Second, we used two types of questionnaires to evaluate game experience and self-reported learning (MEEGA+ and ZMS inventory). Third, the reflection notes from the treatment-teams were used for qualitative analysis. Results In several dimensions (game-success, game-experience and self-reported learning) significant differences were found between treatment and non-treatment students. Qualitative data show a deep level of reflection for treatment teams differentiating for the two simulation games evaluated. Discussion Supported by the qualitative reflection data we assume that the better results for treatment-students are routed in the repetitive reflection. The permanent circular reflection helps treatment students to understand the games better and gain deeper insights.

Fostering students’ scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach

Fostering students’ scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach

Preparing Reflective Practitioners

This essay describes a project in which graduate students who teach college writing and are enrolled in a composition practicum for first-year graduate student instructors (GSIs) reflect on their own practice of responding to student writing. To complete the project, students first write feedback in response to one of their first-year writing students’ writing projects, then (with student identifiers removed) the GSI annotates or otherwise analyzes their own feedback by answering reflection questions about their approach, what they admire about their written comments, and how they might revise their approach moving forward. This project helps writing instructors engage with assessment as reflective praxis, particularly in first-year writing contexts where instructors—in this case, GSIs—may be new to the practice of responding to student writing.

Emergent Talent Management Model and Industry Toolkit During a Pandemic – An Investigation in the Vietnamese Banking Sector

There is still limited research studying multilevel factors influencing talent management (TM) practices in general and TM practices in the Vietnamese banking sector, particularly within the Covid pandemic context. Considering this gap, this article has three research objectives: developing a conceptual framework about multilevel contextual factors affecting TM within the studied sector, assessing the framework's suitability and applicability, and proposing a TM model and toolkit for bank leaders to improve TM strategic planning. The study employed the qualitative research method and semi-structured interviews with bank managers from different types of banks. The conceptual framework formulated in this study indicates a progression in examining factors influencing TM practices in developing countries. All the interviewees revealed their interest in studying the framework and their agreement with the arrangement of the relevant factors in the framework. As per the suggestion from the interviewees about the need to develop a TM model or guideline to execute TM practices, this paper also provides a suggested TM model with specific steps and an industry toolkit used for TM strategic planning and decision-making process based on the proposed framework. The model's steps, indicating explicit recommendations for bank managers to enhance TM effectiveness, are arranged in accordance with the process included in the proposed framework's TM flow. Besides, the reflection questions in the toolkit are helpful for managers to improve their critical thinking about their actual TM flow. The transformation from the framework to the toolkit can be viewed as how theoretical contribution can lead to managerial implications. This study contributes to the progress of contemporary TM literature during historical events in unstable business environments. It can be seen as a contribution to the applications of TM literature in practice.

Sosialisasi Penguatan Pembelajaran dan Asesemen Kurikulum Merdeka

This topic was chosen because of the need of the school to improve understanding about the implementation of the merdeka curriculum in learning and assessment. This service aims to assist participants in enhancing their understanding of the merdeka curriculum in learning and assessment. The implementation method is conducted online through Zoom using lectures, discussions, and Question Asking sessions. The results of this activity have had a positive impact on the participants' understanding of independent curriculum planning and assessment, as demonstrated by the comparison between their initial understanding using Jamboard media questions and their final understanding using Padlet media reflection questions at the end of the activity.

Minor tweaks to tutorial presentation improved students’ perceptions of our mass tutorial

Introduction: In the first weeks of medical school, students learn fundamental cell biology in a series of lectures taught by five lecturers, followed by a mass tutorial session. In this exploratory study, we examined students’ perceptions of the mass tutorial session over two academic years to find out if they viewed the tutorials differently after minor tweaks were introduced. Methods: Reflective questions were posted to the undergraduate Year 1 Medical students at the end of each mass tutorial session in 2019 and 2020. Content analysis was conducted on students’ anonymous responses, using each response as the unit of analysis. The responses were categorised under the learning objectives, with responses coded under multiple categories where appropriate. The distribution of the counts from responses in 2019 and 2020 was compared, and the tutorial slides used over the two years were reviewed in conjunction with students’ perceptions to identify changes. Results: In 2019, we collected 122 responses which coded into 127 unique counts, while in 2020, 119 responses coded into 143 unique counts. Compared to 2019, we noted increases in the percentage of counts under “Link concepts” and “Apply knowledge”, with concomitant decreases in percentage of counts in “Recall contents”. We also found that the 2020 tutorial contained additional slides, including a summary slide and lecture slides in their explanations of answers to the tutorial questions. Conclusion: Minor tweaks in the tutorial presentation could improve students’ perceptions of our mass tutorials.

Generating Reflective Questions for Engaging Gallery Visitors in ArtMuse

Human guides in museums and galleries are professionally trained to stimulate informal learning in visitors by asking low-risk, open-ended reflective questions that enable them to focus on specific features of artifacts, relate to prior experiences, and elicit curiosity as well as further thought. We present ArtMuse, our AI-powered chatbot for asking reflective questions in context of paintings. Our reflective question generation model in ArtMuse was trained by applying a novel combination of existing models for extractive question answering and open-domain chitchat. User evaluation studies indicate that we are able to generate fluent and specific reflective questions for paintings that are highly-engaging.

Strengthening student literacy about Asesmen Kompetensi Minimum (AKM) questions at MI Luqman Al-Hakim Slawi

Literacy is still a study of unresolved issues in Indonesia. Until now, all parties are still organizing various programs to increase the literacy level of Indonesian society. An effective way to improve literacy is to start at the primary level. This service aims to strengthen the literacy level of students participating in AKM (Minimum Competency Assessment) from their understanding of AKM questions. It also aims to discover how to overcome the problems experienced by students. This service carries out a student literacy strengthening program based on understanding the AKM questions that have been worked on. So that if students find similar questions, they are expected to do it more quickly and precisely. This activity results in students needing help with AKM in literacy, such as taking a long time to read, needing to be more careful about details, and needing help answering reflection questions correctly. The obstacles in AKM in the field of numeration are the difficulty in understanding the meaning of the questions and the need for more proficiency in basic calculations. The solution to the problem above is to strengthen students' habits of reading and doing math problems because these two things are the most basic knowledge in the learning process and enhance literacy.

Ethical Challenges of Cross-Cultural Research - The Example of a Psychological Research Project in the Andean Context.

Using the example of a psychological research project in the Andean context, this explorative interview study adds to the current debate about ethical challenges of psychological cross-cultural research projects by being one of the first to address those challenges empirically. Using a multilevel approach, we conducted interviews with three groups of experts (study participants, i.e., Kichwa mothers, research assistants and experts on research in Indigenous communities in Ecuador; N = 10). Overall, the thematic analysis identified that the establishment of horizontal research relationships allows the best adaption to context-specific values (e.g., balance between giving and receiving), norms and societal structures. On the grounds of the analysis, we derived reflective questions for addressing the complex ethical challenges in future cross-cultural projects.

PENINGKATAN HASIL BELAJAR MATERI MELIUK DAN MENERJANG DENGAN MEDIA AUDIO VISUAL MELALUI METODE PBL (PROBLEM BASED LEARNING) KELAS III SDN LOWOKWARU 2 KOTA MALANG

This study aims to assess the learning outcomes of the "meliuk and menerjang" topic using audio-visual media through the Problem Based Learning (PBL) method in the third grade of Lowokwaru 2 City Malang Elementary School. The participants of this research were 12 third-grade students. The research employed the Classroom Action Research (CAR) method, and data were collected through end-of-cycle I and end-of-cycle II tests, as well as through observation sheets, student questionnaires/feedback, and reflective questions. The findings of this study indicate that the use of audio-visual media with the PBL method enables students to focus on real-life problems and helps develop their critical thinking skills in problem-solving and generating creative ideas. Students were able to find answers individually and through group discussions. Based on the collected data, it can be concluded that the implementation of audio-visual media with the PBL method in the third grade of Lowokwaru 2 City Malang Elementary School has a positive impact on student learning outcomes.

A Case Study of 21st Century Cognitive, Social and Emotional Competencies Using Online-Learning.

Based on the conceptualisation of the 21st Century Competencies Framework from the Center for Curriculum Redesign (CCR) we developed an online program to enable school-age students to increase their level on several social-emotional competencies. BE organized is a program that aims to help students to better organize themselves to be more efficient in today's and tomorrow's world. To do so, 12 individual sessions were designed to develop 4 out of the twelve 21st century competencies: Critical Thinking, Mindfulness, Resilience and Metacognition; collective sessions (action lab) to develop others such as Creativity. We used a mixed methodology, i.e., quantitative (two questionnaires) and qualitative (reflective questions) evaluation to test whether the targeted competencies have been developed during this program. Preliminary results (since it involves only a small number of participants, n = 27) partially confirm our hypotheses. Both qualitative and quantitative data show a development of critical thinking; the cross-sectional results are more mixed for the other three targeted competencies. Moreover, some other competencies, such as Creativity and Growth Mindset, seem to be developed during this program. However, it is difficult to determine whether it is the group and/or individual sessions that are responsible for these non-targeted competencies development. These results will be discussed in relation to the youth literature on 21st century competency and the broader literature on socio-emotional learning (SEL) and/or emotional intelligence (EI).

Mobilizing theory to application: Equity‐driven and social justice‐oriented leadership in community colleges

AbstractIn this final chapter, we reflected on the collective works presented in this volume by a diverse group of community college scholars and leaders. Through this reflection, we share how this scholarship sought to operationalize and enhance the definitions of equity‐driven and social justice‐oriented leadership in community colleges. After introducing these definitions, we provide applications for how community college leaders can adopt equity‐driven and social justice‐oriented leadership to their scholarship and practice. We conclude this chapter by providing reflective questions for readers to be able to mobilize equity and social justice to their daily practice. Furthermore, we provide reflective questions to apply these principles at the institutional, systems, and policy level practice.

성찰 질문을 활용한 글쓰기가 초심상담자의 상담수행에 미치는 효과

Objectives This study was conducted to examine the effects of reflective writing using reflection questions on the counseling performance of novice counselors. Methods The study involved conducting writing activities three times for a group of seven novice counselors with less than three years of counseling experience. Participants were selected through convenience sampling, and interviews were conducted based on their writing experiences. The interview data were analyzed using the content analysis method suggested by Kripendorff (2003). Two dimensions, ‘reflection dimension’ and ‘change dimension’, were identified and ‘comparison dimension’ was added due to the nature of the study to compare supervision and writing experiences, which yielded three dimensions, eight categories, and 31 meanings. Results The participants experienced introspection on their internal factors or the counseling process, reflection on counseling performance, and changes related to self-perception as counselor and counseling performance. They were also able to challenge themselves with new approaches. In comparison to counseling supervision, they reported that reflective writing were helpful in accepting their own difficulties, focusing on themselves, and looking back on the counseling process in detail. However, some participants found it difficult to consider the difficulties of the client from different perspectives, or felt the need for supervision for specific techniques or interventions for change. Conclusions The study confirmed the possibility of using reflective writing in education and training programs to assist novice counselors in performing counseling.

A narrative inquiry into women's experiences of menstruation at the workplace in Namibia.

Menstruation's effects on workplace productivity and its impact on women's careers are rarely discussed in public discourse. This paper presents an analysis of thirteen women's accounts of their menstrual experiences at work. The study aimed to understand women's lived experiences of menstruation in the workplace in Namibia and to make recommendations for best practices and policy formulation to help female employees cope with menstruation at work in Namibia. The study adopted a qualitative, phenomenological narrative inquiry research design, and thirteen participants working in various institutions and companies in Namibia were selected through a snowball sampling procedure. Individuals who agreed to participate in the study were given a link to a Google document containing reflective questions. Thematic analysis was used to analyze the narratives. The study findings show that most participants experienced various menstrual-related symptoms ranging from unbearable physical pain or discomfort to heavy bleeding and psychological distress. Menstruating women face workplace challenges, such as a lack of emergency sanitary products and unsupportive superiors. Based on the narratives analyzed, we conclude that menstrual-related symptoms affect work productivity. Participants highlighted that they perform better and are considerably more productive on their non-menstrual days. Participants advocated for a shift in policy to allow flexibility to work from home or get menstrual leave when experiencing severe menstrual symptoms. Such a change will go a long way in making the workplace more accommodating to women.

Reading the signs of the times. Design of a communal discernment practice in Catholic schools

Societal developments and phenomena such as diversity, secularisation, individualisation and the marketisation of education challenge Catholic schools in their striving for good education. Issues related to these developments and phenomena put their distinctive articulation and interpretation of values and ethical commitments to the test. It is by no means easy for Catholic schools to take on these challenges and decide what to do regarding their educational endeavour. By taking an educational design perspective, this article aims to contribute to the issue of how Catholic schools act by presenting an intervention for communal discernment. Through reading the signs of the times, looking inwards, deliberating and then coming to decisions, Catholic schools will be able to take on the challenges and continue purposefully in their striving for good education. Based on an academic study of Christian spirituality, a generic design for a communal discernment practice is presented, consisting of four clusters of strategies for action, and reflective questions to activate these strategies. Suggestions for further research are included.

On a pedagogy of authentic care in postgraduate research supervision

ABSTRACT This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision practice, and thus render an exploration of the meaning and importance of care in the current context of postgraduate supervision especially timely. The author then reviews four models of understanding postgraduate research supervision for their compatibility and the extent to which they address ‘care’, before concentrating on five concepts highlighted in one of these models: Functional, Enculturation, Critical Thinking, Emancipation and Care. Drawing on insights from social philosophy, the philosophy of education and the literature on the professions, the author proceeds to theorize the relationships between these concepts, building an argument for prioritizing care as the core category, and demonstrating that in a context of postgraduate research supervision that emphasises the ‘functional’, to care authentically means to promote a genuine education through emancipation (‘Bildung’). Developing the notion of authentic caring further by drawing on the ancient idea that one’s own flourishing is a genuine ethical concern, it is also proposed that understanding and reconciling the tension between care for self and care for others is important to meaningful postgraduate research supervision. The study concludes with some practical and reflective questions for supervisors and those supporting their development.

Toward a Critical Approach to Simulation-Based Social Work Education: Guidelines for Designing Simulated Client Case Scenarios

ABSTRACT The use of simulation has become a staple in social work education in North America. Concerns have been raised, however, that this pedagogy, rooted in positivist views of professional competence, might be built on educators’ monolithic and stereotypical understanding of minoritized clients. In this article, I take on a position that simulation certainly advances social work education; yet there is a vital need for a critical approach that can mitigate concerns about authenticity, representation, and harm. I propose guidelines for educators, which consist of concrete steps, tasks, and reflective questions for how to develop case scenarios from a critical perspective. Finally, I outline remaining concerns and limitations that signal a need for continued advancement of simulation-based social work education.

A Transnational, Translingual Lens on Curriculum: Supporting Children who are Immigrants and Refugees

AbstractOne quarter of children in the United States live with at least one parent who is an immigrant. Immigrants have a variety of backgrounds and situations including families who are refugees from war‐torn countries, families living in the country for graduate school, and families who have lived in the US for multiple years. Immigrants’ diversity of experiences makes getting to know their backgrounds and incorporating them into instruction critical. In this article, we share our experiences and provide reflection questions and suggestions to help educators embrace and incorporate home languages, explain and expand educational practices, and consider literacy curriculum and instructional practices.

Mind Over Media: Propaganda Education for a Digital Age.

While the book feels oddly reminiscent of a high school US history class, Hobbs provides a lot of compelling evidence on the importance of media literacy in the 21st century. Hobbs takes the reader down a seemingly never-ending spiral of all the ways propaganda has been weaved into our daily life, sometimes without our knowledge. It was a little unnerving to read that propaganda has become such an inescapable feature of everyday life, from online streaming services to the inserts of our water bill. However, the book is certainly a convincing read as to why children should be taught the skills to critically analyze and interpret information, so they can make their own informed decisions. To start, Hobbs gives a lot of background information on propaganda and its development over time, including the economics of it and how propaganda has become so powerful in this day and age. The book also includes how it has historically been taught, or rather not taught, in schools. It contains input from educators on attempts to teach current events in such a polarized society. Hobbs discusses key historical and controversial events from a neutral point of view, identifying positive and negative consequences of propaganda. The last section, arguably the most important, is how propaganda is seen in the eye of the observer. Hobbs emphasizes that individuals must evaluate for themselves whether a piece of propaganda is beneficial or harmful based on their existing knowledge, personal opinions, and beliefs. At the same time, she also encourages cultivating intellectual curiosity and humility by respecting other point of views and recognizing shared cultural values. I think the real highlight of this book is the learning activities, equipped with reflection and discussion questions, and takeaway points. Hobbs encourages learners to explore modern day propaganda by gathering information from different sources, asking questions, and being curious and critical through fun, relatable hands-on activities. Tasks start out simple with defining one's personal definition of propaganda and coming up with arguments for beneficial and harmful aspects. The activities progressively become more challenging with tasks such as creating a public opinion poll and a video game prototype. These activities also encourage readers to watch historical films and documentaries, read key novels, and visit monuments and memorials in the community. Some activities reference a website, Mind Over Media: Analyzing Contemporary Propaganda. The website is the result of a collaboration between the author and the US Holocaust Memorial Museum to develop educational programming and resources to support a special exhibition. Activities on the website offer the opportunity to learn how to recognize, review, and rate propagandas. Overall, by connecting with learners through these engaging activities, educators have the ability to teach the value of inquiry as they learn to define for themselves what is propaganda. This book would be a great read for teachers looking for creative ways to teach about propaganda in the age in which almost anything and everything can be considered propaganda. These learning activities show the value of connecting classroom education with modern day culture. Parents may also benefit from Hobbs' strategies for teaching children about how to identify and evaluate propaganda in everyday life.