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Relevant bibliographies by topics / Reflective learning

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Academic literature on the topic 'Reflective learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Reflective learning"

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Peltier, James W., Amanda Hay, and William Drago. "The Reflective Learning Continuum: Reflecting on Reflection." Journal of Marketing Education 27, no. 3 (December 2005): 250–63. http://dx.doi.org/10.1177/0273475305279657.

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Hickson, Helen. "Critical reflection: reflecting on learning to be reflective." Reflective Practice 12, no. 6 (December 2011): 829–39. http://dx.doi.org/10.1080/14623943.2011.616687.

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Flynn, Sandra E., and Fiona Levie. "Towards reflective project management." Irish Journal of Technology Enhanced Learning 6, no. 1 (December 11, 2021): 118–30. http://dx.doi.org/10.22554/ijtel.v6i1.94.

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This qualitative study set out to explore the relationship between the practice of reflection in a project management MSc. programme and reflective practice in the workplace. We propose that students who learn and practice reflection in an academic programme can transfer these skills to reflection-in-action (Schön, 1983) in their project management roles, thereby contributing to the development of reflective project managers. Reflection in the context of post-project reviews forms an essential element in project management. Research has shown that this element is often the exception or omitted altogether due to time constraints (Anbari et al., 2008; Fuller et al., 2011; Nicolaisen & Driscoll, 2016). This study proposes that students who learn and practice reflection in an academic programme can transfer these skills to the project management workplace. Guided by the principles of phenomenography, online survey data were collected from 30 students and postgraduates along with 10 faculty members. The study found that despite initial apprehension students considered the reflective learning process to be useful and three quarters felt they could apply the reflective learnings to their practice after the first module of use. Towards the end of the programme almost half indicated their intention to continue with reflective writing practice post-graduation. Instilling the practice of reflecting on an education programme has two goals. Firstly, to reflect on the learnings of the programme work, at and across modules. Secondly, to bring those learnings forward to a real-world environment, encouraging not just our own development as reflective practitioners, but also the development of reflective project teams. To support these goals, we propose a new model: the reflective learning portfolio-in-practice.

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Matsuo, Makoto. "Reflective leadership and team learning: an exploratory study." Journal of Workplace Learning 28, no. 5 (July 11, 2016): 307–21. http://dx.doi.org/10.1108/jwl-12-2015-0089.

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Purpose Although the relationship between leadership behaviors and team reflexivity has been investigated in prior research, little is known about the dimensions of reflective leadership or leadership behaviors that facilitate reflection in a group or organization. This paper aims to examine the interrelated characteristics of reflective leadership behaviors that promote team learning using survey data. Design/methodology/approach Because this research was exploratory in nature, a research model was developed based on the preliminary research. The research model was tested using a quantitative study of 507 employees in 98 teams. Findings Results of regression analyses of a group-level study revealed three types of reflective leadership – open reflection, problem-based reflection and goal-based reflection – and found that only the open reflection and goal-based reflection were positively related to team learning. Research limitations/implications As reflective leadership has not been examined in previous studies, the research model and the measurement scales were developed based on preliminary research in the present research. Practical implications Team leaders need to understand that goal-based reflection plays a central role in reflecting on their work because it may provide members with criteria to recognize whether they are on the right track. Originality/value The present research revealed three dimensions of reflective leadership that had not been adequately investigated previously.

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Shaheen, Anjuman, and Panagiotis Fotaris. "Exploring Reflective Learning in Digital Game-Based Learning: A User Research." European Conference on Games Based Learning 17, no. 1 (September 29, 2023): 574–82. http://dx.doi.org/10.34190/ecgbl.17.1.1640.

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Reflective learning has gained popularity as an effective form of education that involves students reflecting on their past experiences to enhance their skills and learning. In recent years, it has been observed that games offer experiential learning and are reflective in nature, making them the ideal medium to integrate reflective learning. With digital games being popular among people of all ages, particularly young adults and children, this study explores the advantages of explicitly incorporating reflective learning into digital game-based learning (GBL) by investigating young adults' perceptions of reflective game design (RGD). Research suggests that digital games implicitly promote reflective learning by encouraging critical thinking, self-awareness, problem-solving skills, and motivation. Additionally, reflective learning provides immediate feedback to students, promoting self-directed learning. Allowing students to reflect on their gaming experiences can make digital games more immersive, leading to deeper learning. The study was conducted in two phases. In the first phase, a survey was administered to 101 young adults between the ages of 18 and 24. The survey aimed to get participants' perceptions and acceptance of games exhibiting reflective features such as heads-up displays, screen maps, message prompts, and performance comparison charts. The results showed that 86.5% of participants accepted the idea of reflective game design, indicating a high level of interest in this approach to learning. In the second phase, fifteen in-depth interviews were conducted to explore further participants' perceptions and acceptance of reflection in games. The thematic analysis of the interviews revealed common trends in using reflective game practices to design a new GBL approach. Participants noted that reflective game design can foster deeper learning, promote problem-solving skills, and enhance learning motivation. This study contributes to developing principles and guidelines for RGD that can assist researchers, educators, and game designers in creating effective educational games. By explicitly incorporating reflective learning into digital GBL, educational games can become more engaging, immersive, and effective in promoting critical thinking, STEM literacy, self-awareness, problem-solving skills, and motivation among students.

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Jacobs, Steven. "Reflective learning, reflective practice." Nursing 46, no. 5 (May 2016): 62–64. http://dx.doi.org/10.1097/01.nurse.0000482278.79660.f2.

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Balcerak, Alicja. "Reflective learning facilitators." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (September 29, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.6503.

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In social constructivist approaches to learning reflection is considered as a critical component of this process. There are many reasons why disposition to reflect cannot be considered as a natural state, especially in the work settings. Overcoming reflection barriers is important as reflective behaviour is an essential factor of organizational learning. It is also difficult, and therefore needs education and facilitation. As highly effective reflective learning facilitators are considered techniques that assume social interactions and dialogue, e.g simulation games, behavioural simulations, storytelling techniques. Specific features of these facilitators may imply difference in their effectiveness in concrete didactic or developmental contexts. The main aims of this paper are to demonstrate the importance of reflection as a crucial element of individual and organizational learning and to compare some of the most effectual techniques that can serve as facilitators of this process. The comparison is made according to the kind of experience that given technique provides, reflection triggers, and reflection forms.

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McKinney, Pamela, and Barbara A. Sen. "Reflection for learning: understanding the value of reflective writing for information literacy development." Journal of Information Literacy 6, no. 2 (November 26, 2012): 110. http://dx.doi.org/10.11645/6.2.1747.

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Reflective writing has long been acknowledged as an important aspect of personal and professional development. There is increasing evidence of the use of reflective writing assessments and activities in the context of information literacy (IL) education, particular in higher education (HE). Writing reflectively can help students to understand their own IL development and engage in deeper learning. Students on an undergraduate business intelligence module at the University of Sheffield completed a piece of reflective writing about their IL development as part of the assessed work for the module. This writing was mapped against a model of reflection and a model of IL to understand the depth and spread of reflection offered by these students. The results showed that students had chosen to reflect in some but not all areas of IL, and the depth of reflection was variable. However, the aspects of IL where students were reflective illustrated that the learning outcomes of the module had been met. Mapping reflective statements against models of reflection was found to aid in the analysis and assessment of the reflective writing. The analysis undertaken by the researchers supported their own reflective practice as scholars of teaching and learning.

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (December 17, 2010): 96. http://dx.doi.org/10.18438/b8pd1g.

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Objective – To explore student thought on both reflection and reflective writing as a process, and to analyze the writing by the application of clearly defined and identifiable outcomes. Design – Mixed method approach consisting of a qualitative analysis of 116 written reflections from master’s level students as well as a quantitative statistical analysis. Setting –The University of Sheffield masters-level librarianship program’s course INF6005, “Management for LIS.” Subjects – Of the 31 students registered the course during the 2007-2008 academic year, 22 (71%), allowed their reflections to be used for the purposes of research. Of these, 7 students identified themselves as male, and 15 were female. All students included were over 21 years of age and had previous library experience, with varying degrees of management experience in supervisory roles. Not all supervisory experience was gathered within the library domain. Methods –A total of 116 reflective journal entries were submitted by the participating students during the eight month period from October 2008 to May 2009. In order to identify themes, qualitative analysis was applied to the reflective writing responses. Descriptive statistics were also applied to test the hypothesis, illustrate the relationships between reflective writing and outcomes, and locate identifiable outcomes. Main Results – Practising reflection demonstrated benefits for individuals and groups both in and outside of the workplace. On the whole, individuals gained the most from reflection and saw it in the most positive light when it was practised as a daily activity. Quantitatively, when students began to master the practice of reflection, they demonstrated an increase in their ability to learn and an overall improvement of self-development and critical thinking skills, and gained a defined awareness of personal mental function. When decision making became easier, students understood they had begun to master the art of reflective practice and analytical reflective writing. Qualitatively, when the students’ reflections were assessed, ten different themes emerged: (1) Nature of reflection (2) Reflection seen as useful in providing support for a career and professional development (3) Reflective writing – benefits (4) Reflective writing – potential in future employment and workplace (5) Encouraging others to use reflective practice (6) Reflecting positively (7) Reflection applicable to both individuals and groups (8) Reflection in support of personal awareness (9) Exploration of different methods of reflection (10) Difficulties in focusing enough to be able to reflect deeply Conclusion – Reflection is a skill that can be practised and developed. Initially, not all students enrolled in the class and participating in the study knew what reflective writing was or what it entailed. Students were given support to educate them in this area. Support included academic reading, lectures, reflective writing workshops and an overall opportunity to develop their skills further. Reflective writing was demonstrated to have a very positive relationship with several key outcomes. The areas impacted include academic learning, self-development, and critical review, with key outcomes including an increased awareness of personal mental function and increased support for decision making, as well as empowerment and emancipation. The clearest benefit was represented when students wrote about their analytical reflections.

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Ball, Sarah S. "Reflective learning." Nursing Children and Young People 29, no. 6 (July 10, 2017): 13. http://dx.doi.org/10.7748/ncyp.29.6.13.s15.

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Dissertations / Theses on the topic "Reflective learning"

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Gregson, Margaret. "Learning to be reflective." Thesis, University of Newcastle upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289204.

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Brockbank, Anne. "The role of reflective dialogue in transormational reflective learning." Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509119.

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Jones, Indra. "Reflective practice and the learning of health care students." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3471.

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Reflective practice, though ill-defined, has become an accepted educational concept within many health care disciplines particularly in nursing. Subsequently it has become benchmarked within Paramedic Sciences as a professional requirement for continuing education and clinical practice. However, despite the vast literature in nursing and the increasing growth of reflective practice in paramedic curricula it is unclear how it influences the students’ learning in preparation for graduate practice as future reflective practitioners. This research explored ‘to what extent does reflective practice in the paramedic curriculum influence the students’ academic and clinical learning leading to graduate practice’? A mixed methods approach with cohort samples of undergraduate health care students comprised four studies including surveys and non-participant observations of clinical simulation that were conducted in a university learning environment. The results showed overall that Paramedic students believed that they understood reflective practice and perceived it to be useful for their academic studies and clinical practice; although this is probably influenced more by formal teaching rather than the result of their own views. Students were able to describe reflective practice in ideal theoretical terms and were positive towards it regardless of their individual learning styles. However, in a clinical context, they applied it differently with significant emphasis on technical reflection. Evidence of the nature of reflective practice as it occurred during and after clinical simulation scenarios highlights a need for revised approaches to existing learning/teaching strategies with paramedic students. An extended understanding and refinement of reflective practice concepts including a new pedagogic framework to promote enhanced reflectivity are proposed. This theoretical framework is designed to accommodate reflective learning for both personal and collaborative learning related to curriculum outcomes. The use of clinical simulation for the development of reflective practice in the paramedic curriculum is supported with recommendations for further studies in academic and clinical settings.

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Sæter, Sondre Løberg, and Bjørnar Valle. "Promotion of Reflective Learning through Gamification." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-23434.

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This thesis suggests that the use of game elements may improve the results in processes of reflective learning. The inclusion of game elements in an existing application called ?Timeline? is used as a case study for testing our hypothesis.During the last few years there has been an explosive interest in gamification for a wide range of purposes, from marketing to education. The term gamification may be defined as the use of game elements to motivate people in performing non-game tasks.The effects of gamification have been proven in various environments before, but are not yet widely studied in the field of reflective learning. Reflective learning is the process of looking back on an experience and breaking it down into significant aspects in order to gain a deeper understanding of the factors affecting the outcome, and thereby improving future action. The thesis explores academic literature on gamification and reflective learning, and the possible impact of gamification on reflection is tested in a case study, where we incorporate game elements into an existing application for reflective learning. The new application is then tested on a group of participants who afterwards answer a survey. The results indicate that game elements can effectively motivate users to enjoy performing non-game tasks in reflective learning, specifically the task of data collection. The study also highlights possible side effects of incorporating game elements with competition and scores. Some users exploited the application's weaknesses to achieve higher scores in a way that did not enhance the act of reflection. Our conclusion is that gamification may be a useful tool in the field of reflective learning. It should, however, be used with care as it is more effective on certain tasks and some users may exploit weaknesses to achieve higher scores.

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Rosenbaum, Eric (Eric Ross). "Jots : cultivating reflective learning in scratch." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55197.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 121-123).
This thesis introduces the Jots system, a new technology designed to engage children in reflective learning as they work on design projects. Jots enables children to create brief updates, or "jots," describing their frustrations, achievements and other thoughts and feelings while creating projects in the Scratch programming environment. Later children can look back at their jots to reflect on their own design and learning processes. This thesis introduces an approach to reflective learning in four facets: cognitive, emotional, social and temporal. The design of the Jots system, as well as its development over time, are discussed. An empirical study with three middle school students who used jots in a facilitated context is analyzed in case studies and categorizations. The results of the study are examined in terms of the four aspects of reflection, and ideas for future work are presented.
by Eric Rosenbaum.
S.M.

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Cherry, N. L., and n. cherry@netspace net au. "Developing reflective practice." RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.

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This study explores how reflection upon oneself and one's own behaviour assists people - and, in particular, managers - to develop. Reflective techniques are examined in the context of action-learning (Revans, 1980 and Marsick, 1992) and are argued to be a powerful means of creating self-understanding, which in turn creates opportunities for self-directed personal change. Reflective techniques are also examined as a means of developing the personal craft or praxis of those who try to assist the development of managers, and as a technique for use in action research (Lewin, 1946) and the development of collective knowledge. Schon's (1987) concept of the 'reflective practitioner' provided a major theoretical foundation for this work. The study employed action research and action learning methodologies. The researcher spent six years honing her understanding and application of reflective techniques in assisting the development of managers. She also applied self-reflection to the development of her own praxis over that time. One result of the study has been the enhancement of the practical, reflection-based techniques used by the writer to facilitate the development of managers - and more importantly, offered to them to facilitate their own continuing development. Hopefully, these techniques will be of value to other practitioners in this field. A second outcome has been the review and refinement of some of the theoretical constructs used by this writer and other practitioners and theorists which help to describe and explain the phenomenon of reflection-based behavioural change. A third outcome has been the documentation of a case-study in the application of reflective techniques to the development of personal praxis, tracking the integration of conceptual understanding and technique. Chapter 1 provides an overview of the rationale, scope, methodology and outcomes of this study. Chapter 2 explores reflection as a technique for research and the development of collective knowledge, and incorporates a review of the relevant literature. Chapters 3 and 5 examine reflection as a tool for learning, drawing on the literature and tracking the development of the researcher's own understanding. Chapter 4 describes how the researcher learned to use reflective learning techniques when working with others and follows the gradual integration of her understanding with her practice. Chapter 6 summarises and reflects upon both the processes and the outcomes of the research.

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Woronchak, Meganne. "The Value of Reflective Journaling with Advanced Piano Students." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34461.

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Benefits to using a reflective journal include developing critical awareness and new perspective, problem-solving skills, and independent learning skills. The training of advanced piano students could be enhanced by the addition of journals to assist with their piano practice, specifically when learning new repertoire. Using the model by Plack and colleagues (2005) for developing and assessing reflection in reflective journal entries, we examined the journal entries of 18 advanced piano students to explore the development of reflection over a period of four weeks. Results suggest that reflectively trained piano students develop more critical reflection compared to a control group. Reflectively trained students perceive the same benefits to journaling as their counterparts in other disciplines. The most frequently referenced reflective elements include listing practice strategies and expressing feelings about the learning process. The reflective training model used in this study can be implemented by piano teachers and piano students.

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Leung, Kit Hang. "Reflective learning in a Continuing Medical Education e-learning context." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32613.

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Abstract The lack of a practical operational definition of "reflective learning" suitable for characterizing observations of performance is widely acknowledged. This definition is needed for observing and documenting reflective practice in research, education, and continuing professional development. The current exploratory research aims to operationalize "reflective learning" using a conceptual framework based on a comprehensive review of the relevant literature, and to validate this framework in the context of a medium-large scale study of brief self-directed e-learning activities in continuing medical education. Properties of reflective learning were identified in a literature review on reflective learning and higher order thinking. These properties were structured and represented in a conceptual framework, herein called the Reflective Learning Framework. Then, this framework was revised, and a related coding scheme was tested in a pilot study. The revised framework was validated in a qualitative multiple case study that involved 473 family physicians participating in writing comments and interviews. The written comments resulted in 1,776 comment cases, and 253 interview cases. A comment case was defined as one family physician reading, rating, and commenting on one research-based synopsis online. An interview case was defined as one family physician reading and rating a synopsis online, and then explaining the rationale of his/her rating. Using thematic analysis and the framework-related coding scheme, cognitive tasks observed in these cases were categorized. Then, using cross case analysis, frequency counts of each category in all cases were compared in matrices.
Résumé L'absence d'une définition opérationnelle de l'apprentissage réflexif est habituellement reconnue. Cette définition est nécessaire pour observer et documenter la pratique réflexive en recherche, en éducation et en développement professionnel continu. La présente recherche explicative vise à opérationnaliser l'apprentissage réflexif avec un cadre conceptuel et à valider ce cadre dans le contexte des activités de formation en ligne en éducation médicale continue (e-learning). Une revue de la littérature sur l'apprentissage réflexif et le « higher order thinking » a permis d'identifier les caractéristiques de l'apprentissage réflexif. Ces caractéristiques ont été organisées et représentées dans un cadre conceptuel (Reflective Learning Framework). Ce cadre conceptuel et la grille de codage correspondante ont été révisés lors d'une étude pilote. Le cadre conceptuel révisé a ensuite été validé par une étude qualitative de cas multiples qui incluait des cas « commentaires » fournis par 473 médecins de famille, et des cas « entrevues » fournis par 40 médecins de famille et six médecins spécialistes. Concernant les commentaires, un cas est défini comme étant un médecin de famille qui lit, évalue et commente, sur Internet, un synopsis d'article de recherche. Concernant les entrevues, un cas est défini comme étant un médecin de famille qui lit et évalue un synopsis sur Internet, et qui explique la logique sur laquelle repose son évaluation. Les commentaires écrits ont contribué à 1.776 cas « commentaires », et les transcriptions d'entrevues à 253 cas. Une analyse thématique fondée sur le cadre conceptuel et$

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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

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Diamond, Kimberley M. "Facilitating reflective learning in a wellness curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57432.pdf.

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Books on the topic "Reflective learning"

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University, Open, ed. Introducing reflective learning. 2nd ed. [Buckinghamshire, England]: Open University, 2007.

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1943-, Brockbank Anne, McGill Ian, and Beech Nic, eds. Reflective learning in practice. Aldershot: Gower, 2002.

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Williams, Kate. Reflective writing. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Cornish, Linley, ed. (Re)learning as Reflective Practitioners. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60211-5.

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Moon, Jennifer A. Krajinou zkušenostně reflektivního učení. Brno: Masarykova univerzita, 2013.

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Nehyba, Jan. Reflexe v procesu učení: Desetkrát stejně a přece jinak... Brno: Muni Press, 2014.

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Nehyba, Jan. Reflexe mezi lavicemi a katedrou. Brno: Masarykova univerzita, 2014.

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White, Linda. Reflection time: Developing a reflective approach to teaching and learning. London: National Society, 2000.

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Moon, Jennifer A. A Handbook of Reflective and Experiential Learning. London: Taylor & Francis Inc, 2004.

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Marrow, Carol. Reflective portfolio development: Open learning workbook. Lancaster: St.Martin's College, 2000.

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Book chapters on the topic "Reflective learning"

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El Miedany, Yasser. "Reflective Learning, Reflective Teaching." In Rheumatology Teaching, 199–233. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98213-7_12.

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Watts, Mary. "Reflective learning." In Emerging Conversations in Coaching and Coaching Psychology, 8–26. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781315114514-2.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "Learning journals and assessment." In Reflective Writing, 37–45. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_8.

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Bassot, Barbara. "Learning from Experience." In The Reflective Journal, 27–36. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60349-4_3.

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Bassot, Barbara. "Learning from Feedback." In The Reflective Journal, 49–60. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60349-4_5.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "A reflective diary or learning journal." In Reflective Writing, 32–36. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37724-0_7.

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Shukor, Siti Shuhaida. "Experiencing Blended Language Learning in Malaysia Public Higher Education Institution." In Reconceptualising Reflection in Reflective Practice, 72–88. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003374190-6.

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Ghanizadeh, Afsaneh, Ali H. Al-Hoorie, and Safoura Jahedizadeh. "Reflective Journals." In Second Language Learning and Teaching, 147–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56711-8_6.

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Brookfield, Stephen. "Critical Reflection as an Adult Learning Process." In Handbook of Reflection and Reflective Inquiry, 215–36. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_11.

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Huang, Li-Shih. "Reflective Learning Through Technology-Mediated Reflection." In Improving Learner Reflection for TESOL, 111–26. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429352836-8.

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Conference papers on the topic "Reflective learning"

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Chen, Nian-Shing, Chun-Wang Wei, Lorna Uden, and Kung-Ting Wu. "Effects of Reflective Teaching Strategies on Online Learners' Reflection Levels." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.189.

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Ullmann, Thomas Daniel. "Reflective writing analytics." In LAK '17: 7th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3027385.3027394.

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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.

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Rambla, José Luis, and Paola Ruiz-Bernardo. "DEVELOPING REFLECTIVE LEARNING THROUGH PBL." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1896.

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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.

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Altahhan, Abdulrahman. "Self-reflective deep reinforcement learning." In 2016 International Joint Conference on Neural Networks (IJCNN). IEEE, 2016. http://dx.doi.org/10.1109/ijcnn.2016.7727798.

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Sugito. "Reflective Learning for Sustainable Development." In Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.4.

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Zhou, Xu, Jiucai Zhang, and Xiaoli Zhang. "Self-Reflective Learning Strategy for Persistent Autonomy of Aerial Manipulators." In ASME 2019 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dscc2019-9086.

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Abstract Autonomous aerial manipulators have great potentials to assist humans or even fully automate manual labor-intensive tasks such as aerial cleaning, aerial transportation, infrastructure repair, and agricultural inspection and sampling. Reinforcement learning holds the promise of enabling persistent autonomy of aerial manipulators because it can adapt to different situations by automatically learning optimal policies from the interactions between the aerial manipulator and environments. However, the learning process itself could experience failures that can practically endanger the safety of aerial manipulators and hence hinder persistent autonomy. In order to solve this problem, we propose for the aerial manipulator a self-reflective learning strategy that can smartly and safely finding optimal policies for different new situations. This self-reflective manner consists of three steps: identifying the appearance of new situations, re-seeking the optimal policy with reinforcement learning, and evaluating the termination of self-reflection. Numerical simulations demonstrate, compared with conventional learning-based autonomy, our strategy can significantly reduce failures while still can finish the given task.

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Turakhia, Dishita, Peiling Jiang, Brent Liu, Mackenzie Leake, and Stefanie Mueller. "The Reflective Maker: Using Reflection to Support Skill-learning in Makerspaces." In UIST '22: The 35th Annual ACM Symposium on User Interface Software and Technology. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3526114.3558716.

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Dawson, Ciarán. "THE ASSESSED REFLECTIVE LEARNING JOURNAL: IS IT A TRUE REFLECTION OF THE STUDENTS' LEARNING JOURNEY?" In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0522.

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Reports on the topic "Reflective learning"

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Stannard, Casey R., and Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-93.

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Miller Juve, Amy. Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.235.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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Mercer, Elaine. Exploring Female-headed Households’ Sanitation Needs, Tasikmalaya. The Sanitation Learning Hub, Institute of Development Studies, September 2023. http://dx.doi.org/10.19088/slh.2023.015.

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Female-headed households often get left behind in water, sanitation, and hygiene (WASH) programming and policy. This SLH Learning Paper presents findings and recommendations for action, from the participatory video research project, ‘Sanitation, health and livelihood issues for female-headed households in Tasikmalaya’. The project supported eight women in Awiluar village, Tasikmalaya, (a peri-urban community in west-Java, Indonesia), to explore the challenges they face and ideas for solution using a participatory video process. The process included activities to develop personal confidence, teamwork, collective and visual storytelling, reflective enquiry, communication skills and audio-visual technical skills. The women collectively created a video to communicate their sanitation, health and livelihood priorities, which was screened with local government officials and community members promoting vital dialogue and encouraging action. The aim of the project was to ensure that the specific needs and long-term interests of female-headed households are better met going forward. Further details on the approach can be found in the accompanying SLH Learning Paper, 'Using participatory video for empowerment in sanitation programming'; this describes key activities involved and their value to programming. It aims to spark sanitation and hygiene researchers’ interest in the potential for using participatory video.

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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.

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Parnell, William. Teacher Learning: Documentation, Collaboration, and Reflection. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.743.

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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.

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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.

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Guthrie, Nancy. Reflection in International Service-Learning: Meaning-making and Skill Development. Ames (Iowa): Iowa State University, January 2007. http://dx.doi.org/10.31274/cc-20240624-1207.

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Torres, Marissa, Michael-Angelo Lam, and Matt Malej. Practical guidance for numerical modeling in FUNWAVE-TVD. Engineer Research and Development Center (U.S.), October 2022. http://dx.doi.org/10.21079/11681/45641.

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This technical note describes the physical and numerical considerations for developing an idealized numerical wave-structure interaction modeling study using the fully nonlinear, phase-resolving Boussinesq-type wave model, FUNWAVE-TVD (Shi et al. 2012). The focus of the study is on the range of validity of input wave characteristics and the appropriate numerical domain properties when inserting partially submerged, impermeable (i.e., fully reflective) coastal structures in the domain. These structures include typical designs for breakwaters, groins, jetties, dikes, and levees. In addition to presenting general numerical modeling best practices for FUNWAVE-TVD, the influence of nonlinear wave-wave interactions on regular wave propagation in the numerical domain is discussed. The scope of coastal structures considered in this document is restricted to a single partially submerged, impermeable breakwater, but the setup and the results can be extended to other similar structures without a loss of generality. The intended audience for these materials is novice to intermediate users of the FUNWAVE-TVD wave model, specifically those seeking to implement coastal structures in a numerical domain or to investigate basic wave-structure interaction responses in a surrogate model prior to considering a full-fledged 3-D Navier-Stokes Computational Fluid Dynamics (CFD) model. From this document, users will gain a fundamental understanding of practical modeling guidelines that will flatten the learning curve of the model and enhance the final product of a wave modeling study. Providing coastal planners and engineers with ease of model access and usability guidance will facilitate rapid screening of design alternatives for efficient and effective decision-making under environmental uncertainty.

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