Self-reflection Questionnaires Research Articles

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

Investigating the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform

Learning by Project: Develop Students' Self-reflection and Collaboration Skills Using Team-Based Project

This study aims to analyze the development of self-reflection and collaboration skills of students through the implementation of a team-based project model in learning for micro-teaching courses. The research was conducted at the State University of Jakarta, with the research subjects were 41 students. Data collection techniques through observation, documentation, interviews, and self-reflection questionnaires. The results showed that 72.1% of students always evaluate their performance and try to do better in teaching practice based on self-reflection results. The aspect that needs to be improved is speaking skills in front of the class (public speaking). Meanwhile, student collaboration skills have shown to be good, as indicated by the synergy in identifying, researching, analyzing, and formulating answers and solutions to the problems found and stated in the project report.

Interrelationship between levels of digital competences and Technological, Pedagogical and Content Knowledge (TPACK): a preliminary study with Polish academic teachers

ABSTRACT The purpose of this study was to develop and to validate a study tool for determining the levels of academic teachers’ digital competence regarding the TPACK framework and self-reflection questionnaire of the European Competence Framework for the Digital Competence of Educators in the context of higher education. The classic 7-factor TPACK model was changed to a 2-factor model (Pedagogical and Technological Knowledge). A survey was administered to 103 academic teachers from Polish universities. Exploratory factor analysis and confirmatory factor analysis confirmed the goodness-of-fit for the 2-factor TPACK model for higher education studies and internal consistency of the study survey. Descriptive analysis indicated a significant negative correlation between some demographic variables and domains from both factors. However, some positive associations with certain variables from the professional background were also noticed. Implications for professional development and suggestions regarding teachers’ digital competences and TPACK are discussed.

Effect of Sandplay Therapy on the Mental Health Level of College Students.

To analyze the effect of sandplay (SP) therapy on the mental health level of college students. 500 college students were openly recruited, using the University Student Mental Health Questionnaire (UPI) to screen out 76 students in the UPI category. 34 college students were randomly selected and divided into two groups, 17 in the control group and 17 in the SP therapy group (experimental group); the control group received no treatment, and the experimental group was treated with SP therapy, to analyze the differences between groups before and after the intervention of SCL-90 and self-made group self-reflection questionnaire. (1) With a detection rate of 15.2 percent, 76 of the 500 college students solicited openly were identified as UPI students; (2) except for the terror factor, there were significant differences in other aspects and overall scores for the experimental group following SP therapy intervention, and the scores reduced. There were no significant differences in the total scores and scores of all factors in the control group (P > 0.05). The overall score, somatization, interpersonal connection, depression, paranoia, and psychosis were all significantly different between the experimental and control groups in the independent sample t-test (P < 0.05).

Cognitive Bias and Diagnostic Errors among Physicians in Japan: A Self-Reflection Survey.

This cross-sectional study aimed to clarify how cognitive biases and situational factors related to diagnostic errors among physicians. A self-reflection questionnaire survey on physicians’ most memorable diagnostic error cases was conducted at seven conferences: one each in Okayama, Hiroshima, Matsue, Izumo City, and Osaka, and two in Tokyo. Among the 147 recruited participants, 130 completed and returned the questionnaires. We recruited primary care physicians working in various specialty areas and settings (e.g., clinics and hospitals). Results indicated that the emergency department was the most common setting (47.7%), and the highest frequency of errors occurred during night-time work. An average of 3.08 cognitive biases was attributed to each error. The participants reported anchoring bias (60.0%), premature closure (58.5%), availability bias (46.2%), and hassle bias (33.1%), with the first three being most frequent. Further, multivariate logistic regression analysis for cognitive bias showed that emergency room care can easily induce cognitive bias (adjusted odds ratio 3.96, 95% CI 1.16−13.6, p-value = 0.028). Although limited to a certain extent by its sample collection, due to the sensitive nature of information regarding physicians’ diagnostic errors, this study nonetheless shows correlations with environmental factors (emergency room care situations) that induce cognitive biases which, in turn, cause diagnostic errors.

Knowledge building process during collaborative research ethics training for researchers: experiences from one university

While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning (CSCL) supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research (DBR) involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data (from written group reports, group discussion recordings and self-reflection questionnaires) was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined.

Exploring the Pronunciation Awareness Continuum through Self-Reflection in the L2 French Learning Process

Second language (L2) researchers have established that examining learners’ awareness of their own learning process and progress is essential. However, learners exposed to the same input in the classroom may differ in the way that they perform. This difference may be due to the way and depth with which learners process the L2 information. The present study explores self-reflection (i.e., introspective verbal reports) to enhance L2 learning, helping learners develop an awareness of learning as a process. This four-semester-long study investigates whether there is a connection between phonological awareness and self-reflection and explores under which conditions self-reflection could be most beneficial for pronunciation. Sixty learners of French, divided into a Treatment group (with self-reflection) and a Comparison group (without self-reflection), were tracked across semesters. Results on pre/post read-aloud tests surrounding pronunciation lessons—on the vowels /y/-/u/ and the use of liaisons—were contrasted with students’ responses to self-reflection questionnaires to explore their learning process. The study revealed that overall, self-reflection led to better learning outcomes, and that a link between attention and understanding may exist, but when this link is absent, learners using self-reflection may not linearly progress.

Indefiniteness Effect on Meaning Regulation in the Young Female Students Trained in Psychology

Life-purpose orientations and self-reflection are important factors in person-al meaning regulation. Anyone living in the transitive society of today does not exercise full control over his or her life activity due to various factors of indefiniteness. The coronavirus (COVID-19) pandemic, starting at the beginning of 2020, swept the world and is now considered to be a global indefiniteness factor. Life indefiniteness that grew with the pandemic is a supplementary stress factor, the one that can be treated as either distress or eustress. This article is aimed at showing the results of an empirical study of differences in the life-purpose orientations and self-reflection in young unmarried females being trained in psychology in the city of Rostov-on-Don in March 2017 (n=53) and in October 2020 (n=43), that is prior to and during the pan-demic, which may be considered as different indefiniteness effects in life. D.A. Leontyev’s “life-purpose orientations” test and I.A. Stetsenko’s self-reflection questionnaire were implied in the study. Growth of all mean indicators in both tests during the pandemic against the same indicators prior to the pandemic, was revealed. Differences in all parameters are statistically veratious, which was stated by the Mann-Whitney test. The empirical study established that the pandemic may be viewed in respect of the examined acmeologically homogenous category as eustress, i.e. an overcomable indefiniteness factor. The above eustress resulted in a positive reconstruction of meaning regulation processes and in psychological adaptation, which lead to the growth of the level of life orientation meaningfulness and self-reflection among the respondents.

Essential Tensions in Facilitating Design Thinking: Collective Reflections

As design thinking expands into educational contexts, teams engaged in the process increasingly encounter situations that involve facilitating collaborative problem-solving. In design-focused workshops and other collaborative design activities, facilitators play a key role in supporting small group interactions in order to generate ideas, structure discussions, and guide the process. Yet despite this increased focus on collaborative design thinking, there is little research to inform either facilitator roles or facilitator practices in this process. We address this gap by presenting a qualitative study that thematically examines our experiences as university-based facilitators who supported a community-wide educational design event. Specifically, we served as facilitators in a collaborative, multi-stakeholder, educational design thinking workshop that sought innovations for a local high school improvement initiative. This research is a qualitative study of our own facilitation processes based on data generated through open-ended self-reflection questionnaires and facilitator planning and debriefing discussions. Our results demonstrate that design facilitation resonates with Thomas Kuhn’s (1977) notion of “essential tension.” Essential tension exists within multiple aspects of design thinking roles and practices—including processes, products, discussion flow, and group dynamics. We reflect on these findings and propose implications for design thinking facilitation in future research and practice.

Exercise is Medicine Canada workshop training improves physical activity practices of physicians across Canada, independent of initial confidence level.

BackgroundEducational workshops help physicians (MDs) include physical activity and exercise (PAE) content in more patient appointments. It is unclear if MDs with varying degrees of confidence discussing PAE with their patients equally benefit from such training. We evaluated whether MDs’ initial confidence affects the impact of an educational PAE workshop.MethodsMDs (n = 63) across Canada completed self-reflection questionnaires initially and 3-months following a PAE workshop. MDs were divided into low-confidence [confidence score (out of 100%): <40%; n = 21], medium-confidence (40-60%; n = 19) and high-confidence (>60%; n = 23).ResultsPAE counselling confidence increased in all groups (relative increase: Low=~40%, Medium=~20%, High=~10%). Training increased the low-confidence group’s knowledge, awareness of guidance/resources and perception of their patients’ interest in lifestyle management (~30% change; all p < 0.001). Compared to baseline, a greater proportion (all p < 0.001) of MDs reported prescribing exercise at 3-month follow-up in each of the low-confidence (10% to 62%) medium-confidence (16% to 89%) and high-confidence (57% to 87%) groups.ConclusionPAE training favorably improved MDs’ confidence, perceived impact of many barriers and the proportion of MDs prescribing exercise, at each level of confidence. An educational workshop particularly assisted MDs with low-confidence (i.e., those who needed it the most) integrate PAE into their practice.

Use of metacognitive regulation strategies to increase student academic achievement in microbiology course

The purpose of this research was to examine the influence of metacognitive regulation strategy to improve students’ achievement in microbiology learning. The method used was Quasi-Experimental. Participants of this study were 27 students from Biology Education in a university in West Java. There were two classes used in this research, namely the class using metacognitive regulation strategies as an experimental class consisting of 14 students and the non-metacognitive regulation strategies class as a control consisting of 13 students. In the experimental class, discussion was assisted with questions about subject matters. The instrument was used consist of the concept mastery test and self-reflection questionnaire. Data were analyzed by Analysis of Variance. The results of this research showed that there were differences in student achievement between metacognitive regulation and non-metacognitive regulation strategies. Students who learned with metacognitive regulation strategies was obtained high moderate criteria score (g = 0.59), while students who learned with non-metacognitive regulation strategies were obtained low of criteria score (g = 0.26). Study on self-reflection after carrying out the test obtained the following results: aspects related to the use of learning resources (21%), time management (29%), learning behavior (36%), attending and concentration in learning (14%). The implementation of the metacognitive regulation strategy was significantly effective to improve academic achievement in a microbiology course, so this strategy is an innovation in learning.

Creative Processes in the Shaping of a Musical Interpretation: A Study of Nine Professional Musicians.

Various studies have been conducted to understand the role of mental representation when musicians practice or perform music (Lehman and Ericsson, 1997; Sloboda, 2005) and the work steps required for a musician to prepare a concert (Chaffin et al., 2003). More recent studies examine creativity in the shaping of a musical interpretation (Lisboa et al., 2011; Payne, 2016; Barros et al., 2017; Wise et al., 2017). However, none of these studies answers the following questions: Why do expert musicians working from the same score create different musical interpretations? During individual practice sessions, what happens that allows each musician to produce significantly different interpretive results? To answer these questions, we instructed nine expert musicians to record their individual practice sessions, verbalize their actions and thoughts, and answer a self-reflection questionnaire. A third-party observer also described what happened during the practice sessions. We conducted interviews in order to gather additional information about the contents of the individual practice sessions; the musicians' usual work habits; and their beliefs, values, and ideas regarding the role of the musician in the creative process. Based on the methodology of Analyse par théorisation ancrée1 (Paillé, 1994), we were able to take into account a diverse data set and identify aspects of the creative process that were specific to each individual as well as elements that all musicians shared. We found that the context in which the creative process takes place—the musician (e.g., his or her values and knowledge); the musical work (e.g., style, technical aspects, etc.); and the external constraints (e.g., deadlines, public expectations, etc.)—impacted the strategies used. The participants used reflection, extramusical supports, emotions, body reactions, intuition, and other tools to generate new musical ideas and evaluate the accuracy of their musical interpretations. We identified elements related to those already discussed in the literature, including the creative process as an alternation between divergent and convergent thinking (Guilford, 1950), creative associations (Lubart, 2015), and artistic appropriation (Héroux and Fortier, 2014; Héroux, 2016).

EFL STUDENTS’ PERCEPTION OF TURNITIN FOR DETECTING PLAGIARISM ON ACADEMIC WRITING

As one of the negative impacts of technology development, the easy access to any information on the internet creates a new problem on academic integrity, in which the students take other’s works and claim as theirs. This phenomenon is termed as plagiarism which is against the academic ethics and honesty. Many universities have fought back the plagiarism cases and used plagiarism detection software as their tools in detecting plagiarism. Turnitin, as one of plagiarism detection software widely used in many universities, has been claimed as effective software in detecting plagiarism. However, prior studies have also revealed its inaccuracy in dealing with plagiarism cases. Reflecting from the both views of Turnitin, students’ view on its utilization may bring an essential consideration on the existence of Turnitin in detecting plagiarism. Therefore, this study aimed to investigate the utilization of Turnitin based on students’ perspective and explored their responses and perceptions toward plagiarism detected by Turnitin. A case study was conducted in one classroom consisted of 20 EFL students in a university in Bandung, Indonesia. The data were taken from self-reflection questionnaire and the result shows that many students had unexpected results due to their misunderstanding about plagiarism and Turnitin system. It led to students’ unsatisfying responses toward their result of similarity percentage from Turnitin. Even though several benefits on writing skill improvement were found by the students, the inaccuracy result of Turnitin evaluation raised their negative attitude toward its utilization as well. Therefore, equal understanding between the lecturer and the students on plagiarism and Turnitin system is needed. Moreover, lecturer’s cross-checking, feedback on students’ academic writing, and additional change on the system configuration in detecting plagiarism are required to avoid any misconception of plagiarism. Further research on different respondents or different plagiarism detection software is recommended to be conducted.

ИЗСЛЕДОВАТЕЛСКИ ХАРАКТЕРИСТИКИ НА ИНТЕРАКТИВНОТО ОБУЧЕНИЕ ВЪВ ВИСШЕТО ОБРАЗОВАНИЕ

The quality of tertiary education is one of the main objectives of the common European space. As an element of quality, the development of innovative teaching methodologies in higher education is perceived. That is why innovative practices, student-centered training and their results remain a priority in the process of higher education. It is precisely this that, in procedural terms, requires higher education to have an adaptive research character, so that teaching methods create the conditions for the development of students' research skills. This perspective is the core of this report. It outlines the adaptive nature of interactive methods and their research characteristics. In the contemporary reading of interactive learning two main trends are considered - the scientific theoretical enrichment and the content-technological extension of the notion of interactivity. In the theoretical perspective, interactive education in higher education is seen as a pedagogical model that encourages students to be an active part of the learning interaction. In this sense, interactive methods are understood as integrative complexes in which a dialogue-oriented research environment for the development of scientific and research potential is constructed. The interactive methodological complex organizes such academic learning environment, which is permanently dynamic, research-focused, creative and effective. The grading of this interactive methodological complex consists in the fact that the students use the methodical supports, but they build their scientific theoretical links so that they mutually develop their cognitive, emotional and other type of potential. In content - technology terms, the concept is explored through action - oriented and interdisciplinary approaches. The methodical interactive complex is also built on simulation-based pedagogical training. It has designed a learning environment in which students can make mistakes, exercise and explore the cognitive space, apply various ideas several times to achieve the most satisfactory and pedagogically acceptable result. The research technology in the methodical interactive learning model is constructed in three stages: community work, assessment reflection and a self-reflection questionnaire. In the three technological stages, the student enters different roles: constructor, evaluator, personal reflection. In each of the stages, the research feature enables influence on a particular element of the model so as to enhance/slow down, postpone/hurry an action, result or process. The research features of interactive learning relate to self-reflection at several levels: - teaching; - learning; -constructs of pedagogical communication, - assessment/self-assessment. The application of a research interactive learning model enhances the research culture of the students and the level of their personal and professional communication.

Research characteristics of interactive education In higher education

The quality of tertiary education is one of the main objectives of the common European space. As an element of quality, the development of innovative teaching methodologies in higher education is perceived. That is why innovative practices, student-centered training and their results remain a priority in the process of higher education. It is precisely this that, in procedural terms, requires higher education to have an adaptive research character, so that teaching methods create the conditions for the development of students' research skills. This perspective is the core of this report. It outlines the adaptive nature of interactive methods and their research characteristics. In the contemporary reading of interactive learning two main trends are considered - the scientific theoretical enrichment and the content-technological extension of the notion of interactivity. In the theoretical perspective, interactive education in higher education is seen as a pedagogical model that encourages students to be an active part of the learning interaction. In this sense, interactive methods are understood as integrative complexes in which a dialogue-oriented research environment for the development of scientific and research potential is constructed. The interactive methodological complex organizes such academic learning environment, which is permanently dynamic, research-focused, creative and effective. The grading of this interactive methodological complex consists in the fact that the students use the methodical supports, but they build their scientific theoretical links so that they mutually develop their cognitive, emotional and other type of potential. In content - technology terms, the concept is explored through action - oriented and interdisciplinary approaches. The methodical interactive complex is also built on simulation-based pedagogical training. It has designed a learning environment in which students can make mistakes, exercise and explore the cognitive space, apply various ideas several times to achieve the most satisfactory and pedagogically acceptable result. The research technology in the methodical interactive learning model is constructed in three stages: community work, assessment reflection and a self-reflection questionnaire. In the three technological stages, the student enters different roles: constructor, evaluator, personal reflection. In each of the stages, the research feature enables influence on a particular element of the model so as to enhance/slow down, postpone/hurry an action, result or process. The research features of interactive learning relate to self-reflection at several levels: - teaching; - learning; -constructs of pedagogical communication, - assessment/self-assessment. The application of a research interactive learning model enhances the research culture of the students and the level of their personal and professional communication.

Исследование личностных профилей полярных стратегий смыслообразования

Introduction. Studying the strategies of making personal meanings from the viewpoint of polar assessment and sense dissonance is an important issue. The study broadens the concept of a meaning-making strategy. The paper gives the definition of polar strategies (developmental and adaptive) and reveals features of their actualization in the situations of life. The study describes the polar meaning-making strategies on the basis of the isomorphism of meanings and personality traits. The empirical study revealed and statistically tested the main index-marker of the polar strategies – the meaningfulness of life by D. A. Leont'ev’s Test of Life Meaning Orientations. Along with polar semantic scales of personality traits, this index-marker helps to predict a relevant meaning-making strategy.&#x0D; Methods. The research is based on partial semantic differential of personality traits in the form of bipolar semantic scales. The study employed (a) the Test of Life Meaning Orientations by D. A. Leont'ev, (b) the “Who Am I?” Test by M. Kuhn, (c) the Frustration Tolerance Test by S. Rosenzweig, (d) the Self-Reflection Questionnaire by A. I. Stetsenko, and (e) the Multiple Intelligence Test by H. Gardner. The study involved 145 participants.&#x0D; Results. The personal profile reflected the meaning-making strategy of the experiencing individual. This personal profile as a multifactorial model of possible states of the sense-value sphere of the experiencing subject contained the following parameters: (a) nine authors’ scales of partial semantic differential on the basis of bipolar scales of the personal traits; (b) the index of meaningfulness of life (ML) by D. A. Leont'ev’s Test of Life Meaning Orientations; (c) the self-reflection level (SRL) by I. A. Stetsenko’s Self-Reflection Questionnaire; (d) the self-assessment level (SAL) by M. Kuhn’s “Who Am I?” Test; (e) the group conformity coefficient (GCC) by S. Rosenzweig Frustration Test.&#x0D; Discussion. The revealed personal profiles of meaning-making polar strategies differ by age, gender, and profession. In conclusion: the polar scales of partial semantic differential and also the index-marker of meaningfulness of life could be useful for predicting a relevant meaning-making strategy.

Cultural perceptions of online learning: transnational faculty perspectives

Purpose The purpose of this paper is to investigate how university academics from three different cultural and linguistic backgrounds perceived their own cultural context and how it influences on online learning. Design/methodology/approach The views of 30 faculty members from Sri Lanka, Pakistan and Mauritius who engaged in a six-week professional development online course were gathered through a self-reflection questionnaire, posts on an asynchronous discussion forum and personal self-reflections in journal entries. Content analysis of three asynchronous discussion forums indicated the emergence of categories and themes related to traditional culture and the impact of culture on online learning that were triangulated with questionnaire data and journal entries. Findings Cultural perceptions of Sri Lankans and Pakistanis showed similar patterns in their recognition that their cultures exhibit characteristics of high power distance, collectivism and feminine values, while there were no definite dimensional perspectives from the Mauritians. The inability to define their own cultural context using bi-polar dimensions may reflect the sociocultural context of Mauritius. While these frameworks may explain more traditional cultures like those in Sri Lanka and Pakistan, they are unlikely to be useful to define cultural characteristics when the society is diverse, multiethnic, multicultural and multilingual like Mauritius. Research limitations/implications This study was based on a small sample of participants from three ethnic origins and cannot be generalized. It has generated questions for further research. Practical implications The findings have implications for accounting for culture in designing and delivering online courses. Originality/value This study will benefit instructional designers/curriculum designers/teachers to design culturally sensitive and culturally adaptive online courses.

Reading Strategy: Tackling Reading through Topic and Main Ideas

Reading comprehension is one of the four skills essential in learning English. In a reading class, students tend to read all the information provided in reading materials, but how much do they actually retain? This study explores whether learners use identification of the topic and main ideas as a reading strategy to assist in reading comprehension. The objective of this study is to enable learners to determine key concepts and main ideas in reading texts. By using this technique, learners will be able to get a clearer picture of what they are reading. A sample of 48 English as foreign language (EFL) learners from a private university in Malaysia participated in this study. The two instruments utilized in this study were grade interval and a self-reflection questionnaire. The findings confirmed an improvement in participant’s grades over pre- and post-reading assessments. Furthermore, the failure rate of the reading assessment decreased after the strategy was introduced. The results from this study will help instructors assist EFL learners in comprehending textual materials.

Getting Everybody Involved

This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive one-to-one consultative counseling from the master's level counselors-in-training, who in turn received structured problem-solving supervision from the doctoral level students. Finally, the doctoral level students received faculty support to facilitate the development of their supervisory skills. The goal of this training approach is to provide students at all three levels with experiences similar to those they will encounter as professionals following graduation from the university, but within the context of scaffolding from faculty and more advanced students.