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Dissertations / Theses on the topic 'Reflective learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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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2

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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3

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

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4

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

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5

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.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 121-123).<br>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

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6

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 t

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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 reflecti

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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 con

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9

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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10

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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11

Walker, Kelsie Hope. "Reflective assessment| Using reflection and portfolios to assess student learning in a writing center." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1569720.

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<p> As writing centers continue to petition for status, funding, and authority on university and college campuses, writing center research and assessment practices continue to evolve. Within the last 10 years, writing center administrators have turned to assessing the writing center based on student learning outcomes (SLOs). This research summarizes the assessment history of writing centers and then proposes a pilot study that uses portfolios and reflection as a way to assess student learning in a writing center on a metropolitan, four-year university campus. This research also discusses the p

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Tsang, Elza Shuk Ching. "A teacher's reflection : using journal writing to promote reflective learning in the writing classroom." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437647.

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13

Lyons, Amy. "The experiences of reflective practice groups as part of doctoral Clinical Psychology training : an IPA study." Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19512.

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Despite many Clinical Psychology training programmes utilizing reflective practice groups as part of clinical training, there remains little research examining the experiences of such groups from a trainee perspective. However, it remains the preferred method of developing reflective practice skills during training. This research used interviews and Interpretative Phenomenological Analysis to explore the experiences of attending reflective practice groups as part of doctoral Clinical Psychology training. A purposive sample of eight participants were recruited for a single, semi-structured inte

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Van, der Watt Marie Aletta. "The integration of critical reflection as a learning strategy in the training of health science practitioners." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10222008-115359/.

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Volungevičienė, Airina. "Designing Distance Learning/ Teaching Curriculum Quality Reflective Assurance." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080328_114816-20736.

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Lifelong learning became a must skill in Europe and all over the World that are affected by rapid social, technological and economical changes in nowadays. Qualitative training and learning process is influenced by many factors that should be carefully examined during the curriculum design phases, as well as during the learning/ teaching process. Distance learning and teaching is the efficient means to implement strategic aims of the system of education: to create learning possibilities for all society members, to contribute to designing effective learning/ teaching process, as well as to ensu

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Ferguson, Yuna L. "Internalizing introjected goals through reflective writing." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4996.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on January 3, 2008) Includes bibliographical references.

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Norén, Thomas Terning. "musARum - A game based system for promoting reflective learning." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-27044.

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The main focus in this thesis was to develop a technological tool to make learning more fun, and to enable the students to reflect on their performance after partaking in an activity. In particular the main goals are: 1. Promoting an engaging user experience during a museum visit using mobile augmented reality. 2. Enabling students to reflect on their experience.Design choices were made on the basis of available theory, literature, and similar systems supporting reflection. The system was evaluated through usability testing, an expert evaluation, and a user evaluation in a realistic environmen

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Donald, Bridgett Faith. "Reflective Artmaking Coupled with Service-Learning| Making Community Visible." Thesis, University of Pittsburgh, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10645780.

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<p> Practitioners have agreed that service-learning programs or curricula guide students into developing a more robust connection to the community in which they live as well as amongst other members of that community (Eyler, Giles, Stenson, & Gray, 2001). However, what isn’t known extensively is <i>how</i> these outcomes have been generated (Kiely, 2005a). Based upon Milne’s (2000) <i>reflective artmaking</i>, this arts-based ethnographic study introduces the terminology <i>reflective artmaking service-learning</i>, demonstrating how the coupled learning processes of reflective

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19

Grellier, Jane Isobel. "Learning reflective practice: an autoethnographic performance in six movements." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2523.

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This work is an autoethnographic performance of first-year teaching and learning at Curtin University in Western Australia in the years 2008–2014. I integrate traditional ethnographic and academic voices with narrative, poetry, composite choruses and voices of students and teachers. I also create a provocateur character, who problematises the institution and challenges easy responses to tertiary education. I seek to encourage the reader to join me in reflecting on learning and on managerialism in universities.

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Farrar, Beth Lauri. "Elements of reflective and non-reflective discourse in an online induction program for experienced and novice science teachers." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/farrar/FarrarB1209.pdf.

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Reflection is frequently cited in the literature as integral to the type of learning in which professionals engage. However, throughout the literature the concept of reflection has been ill-defined and shown to be difficult to operationalize in studies. Beginning with a comprehensive review of the literature, this study sought to develop a research based way to operationalize reflection. Once reflection was defined and operationalized, a discourse analysis rubric was designed to identify elements of non reflective and reflective discourse used by participants in an online content-based mentori

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Scoresby, Jon M. "Reflective Redo Within a Three-Dimensional Simulation and its Influence on Student Metacognition, Reflection, and Learning." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/983.

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The objective of this study was to investigate the effects on a student’s metacognition, reflection, and learning in a specifically designed educational simulation supported by unique technology. The simulation allows players’ actions to be recorded for the purpose of review to identify mistakes. The simulation also allows students to start at and redo actions while fixing previous mistakes instead of starting over at the beginning of a new scenario. When starting at the mistake or point of failure, as identified by a facilitator, during the redo of the initial saved scenario, students reflect

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Welby-Solomon, Vanessa. "The continuous learning cycle. Investigating possibilities for experiential learning." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/5357.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Scholars focusing on experiential learning argue that experience should be considered as critical for adult learning. This research paper frames experiential learning within a Constructivist framework. This paper focuses on an investigation into the ways that facilitators use the Continuous Learning Cycle, a model for learning based on Kolb's Learning Cycle, to facilitate learning through experience during the triad skills observation role-play in a workshop, which is part of an induction programme, for a retail bank. Indicat

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23

Ludvigsen, Donna. "Reflective leadership : A self-study of practice." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593.

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Encouraging reflective leadership practice is a recognised focus for coaches and consultants in primary schools. Despite the wealth of knowledge on coaching and consulting in organisational learning, there is less known about the transition between these two interactions and the purpose behind this. This self-study of my practice as a regional school improvement officer in Victoria, Australia, details my interaction with six teacher-leaders, who considered school improvement strategies by constructing a pattern-block representation of the structures within their schools. The research questions

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Grinnell, Lynn D. "A qualitative exploration of reflective thinking in experiential learning debriefings." [Tampa, Fla.] : University of South Florida, 2003. http://purl.fcla.edu/fcla/etd/SFE0000627.

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Chirema, Kathleen Dympna. "The use of reflective journals in the promotion of reflection and learning in post registration nursing students." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4710/.

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Reflective journal writing has frequently been used in nursing and other health care fields as an educational strategy to promote reflection and learning. Although reflective journal writing is recognised as a valuable tool to promote students' learning, very little research has been undertaken to evaluate its use. The overall aim of this study is to examine the use of reflective journals in the promotion of reflection and learning in post-registration nursing students. In order to achieve that aim a qualitative descriptive case study design was utilised to examine four objectives. The first w

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Bubnys, Remigijus. "REFLECTIVE LEARNING AS AN EDUCATIONAL PHENOMENON IN TRAINING OF SPECIAL EDUCATION TEACHERS AT HIGHER EDUCATION SCHOOL." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_134512-98937.

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The dissertation substantiates reflective learning as the conception and continuous education process. The application of the conception of mixed methods created possibilities to diagnose, to reflect and to point out models of reflection applied by future special education teachers during theoretical and practical studies as well as the factors influencing students’ self-reflection and their reflection on their activity and studies. The qualitative research was carried out by analysing unstructured written reflections presented by students, by applying the method of phenomenological hermeneuti

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Gibson, Andrew P. "Reflective writing analytics and transepistemic abduction." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106952/1/Andrew_Gibson_Thesis.pdf.

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This thesis presents a model of Reflective Writing Analytics which brings together two distinct ways of knowing: the human world of individuals in society, and the machine world of computers and mathematics. The thesis presents a specialised mode of reasoning called Transepistemic Abduction which provides a way of justifying intuition and heuristic approaches to computational analysis of reflective writing.

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Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education." Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.

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Partlow, Madeline R. "Teachers' perceived needs within a responsive induction program structured as a learning community." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1154972019.

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Lucas, Cherie. "The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15246.

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Introduction: Reflective thinking is conceptualised as a higher order thinking process that challenges one’s own beliefs and assumptions in order to come to new insights and understandings, thus making better informed decisions (Boud et al., 1985; Dewey, 1910; Dewey, 1933; Kolb, 1984; Mezirow, 1991; Schon, 1995; Tsingoset al., 2014). Developing reflective skills in pharmacy education is crucial, yet the current literature in this area is scant (Tsingos et al., 2014). AimsThis research aimed to (i) investigate reflective practices to enhance pharmacy education and, (ii) develop, test and evalu

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Moore, Copie D. "The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221.

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Stark, Mary Elizabeth Rae. "Learning from experience : the role of placement in becoming a reflective primary teacher." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=23750.

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A longitudinal study followed a cohort of students through the Bachelor of Education (Honours) degree course, the main route to primary teaching at the University of Strathclyde. The main purpose was to determine the extent to which the school experience element met the expressed aims of the course, in particular, the aim of developing reflective practitioners, which is the model of the teacher that underpins the four-year course. In the first year of the study, baseline data was gathered from students in all four years of the course, their faculty tutors, supervising teachers and those member

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聶智康 and Chi-hong Paul Lip. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinkingskills: a case study of a Hong Kong languageclassroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43250476.

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Lip, Chi-hong Paul. "Investigating Form 6 students' responses to four different critical analysis activities with film to develop their critical thinking skills a case study of a Hong Kong language classroom /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43250476.

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Alexander, Lesley Dianne. "The nature of teacher reflective practice in an unforgiving learning environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ27103.pdf.

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Dillon, Noreen M. Lyman Linda L. "Reflective practice a pathway for continuous learning and growth for principals /." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103391&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176384102&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed April 12, 2007. Dissertation Committee: Linda Lyman (chair), Wendy Troxel, Joe Pacha, Sally Weber. Includes bibliographical references (leaves 122-131) and abstract. Also available in print.

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Ganley, Susan Jean. "A Reflective Exploration of a Multiyear Elementary School Learning Community Experience." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3114.

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This study reports a reflection upon the experience of a multiyear elementary school learning community designed for improved teaching and learning. The exploration uses interview data to describe the perceptions and reflections of the principal and teachers directly engaged in this project of educational reform. The goal of this process is to gain a deeper understanding of the experience and to determine to what factors the participants attribute the outcomes of this project. Through an auto-ethnographic reflective critical practice inquiry and extended interviews, this study describes the co

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Pang, Yijiang. "Trust Aware Reflective Learning Control for Resilient Human Multi-Robot Cooperation." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619524824548939.

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Kurzweil, Joshua. "Experiential learning and reflective practice in teacher education / by Joshua Kurzweil." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/5/.

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Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.

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Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective t

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ARPETTI, ALESSANDRO. "Teaching Practice and Learning Design: a Reflective Model for Professional Growth." Doctoral thesis, Università Politecnica delle Marche, 2014. http://hdl.handle.net/11566/242887.

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Il crescente utilizzo delle tecnologie in educazione e il mancato raggiungimento dei risultati attesi hanno portato l’attenzione sulla progettazione didattica al fine di favorire risultati educativi migliori e un più proficuo uso delle tecnologie. La progettazione didattica è un’attività complessa che richiede un cospicuo numero di competenze. Negli ultimi anni le ricerche del settore hanno portato allo sviluppo di numerosi modelli e software per supportare la pratica di design, ma, nonostante gli sforzi, la diffusione tra i docenti risulta limitata. Questa tesi di ricerca si inserisce

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Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.

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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors importa

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Connelly, Ailsa Sally. "The nature of reflective practice in Grade R." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3034.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2019<br>The quality of education in South Africa has drawn critical attention as children continue to perform poorly as they progress through school. Reflective practice is promoted and implemented internationally as a method to improve quality teaching and learning. Nationally a growing interest in the implementation of reflective practice is reflected in the Department of Basic Education’s suggestion that teachers make use of reflective practice to inform their classroom planning. The objective of this study was to investi

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Lewis, Denice. "Towards the identification of family physician learning needs through a reflective process." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110669.

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Background Continuing professional development stakeholders are continually searching for better ways of collecting and using data to determine the educational needs of physicians. Research questions1) What, if any, family physician learning needs are revealed through the reflective process prompted by the Information Assessment Method (IAM)?2) What is the meaning of the Highlight ratings for the identification and prioritization of Canadian family physician learning needs? Methods A mixed methods sequential explanatory design was employed. Quantitative IAM data was collected from a family med

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Webster, Ray. "A reflective and participatory approach to the design of personalised learning environments." Thesis, Lancaster University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431416.

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Dyer, Barbara Ann. "How might my facilitation of reflective learning of student nurses be improved?" Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516983.

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Grigoroiu, Gabriela. "Learning to teach : introducing a reflective approach in Romanian initial teacher training." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248163.

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Black, Patricia Elizabeth. "Dialogue-with-self : reflective learning for the professional development of postgraduate pharmacists." Thesis, Open University, 2006. http://oro.open.ac.uk/49161/.

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Holden, Gary. "Changing stories : the impact of teacher led development work on teacher, school and student learning." Thesis, University of Kent, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250339.

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Simmons, Susan Florence. "Investigating the use of audio materials to support mathematical learning : from curriculum access to reflective reciprocal learning." Thesis, Open University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410455.

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I was motivated to undertake this research by concerns that arose from my professional and personal experiences in education. I was concerned that students with visual impairment were not being offered equality of access to the mathematics curriculum. Some schools cited high visual content as a reason for withdrawing students from mainstream classrooms. The study set out to pursue the thesis that students' experiences in mathematics education could be enhanced and extended through using audio recordings as complementary means of learning. It was carried out, in a variety of settings, with stud

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