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Journal articles on the topic 'Reflective learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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Ingles, Dusti M., and Michael S. Retallick. "Reflective Practice in an Experiential Learning Program: An Exploratory Content Analysis of Reflective Writing in Experiential Learning Portfolios." Journal of Agricultural Education 66, no. 2 (2025): 1. https://doi.org/10.5032/jae.v66i2.3029.

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A foundational principle of experiential learning is to reflectively process the information learned from an experience. The purpose of this paper is to explore how Science With Practice, an undergraduate experiential learning program, used Do, Reflect, Apply to facilitate reflective practice in portfolios. DRA is an adaptation of the 4-H EL Model and is used in SWP to guide reflection. Conducting an inductive qualitative content analysis resulted in identifying four themes in SWP students’ reflective writing: Analysis and Assessment, Awareness, Transformation, and Transfer of Learning. The th

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Hickson, Helen. "Critical reflection: reflecting on learning to be reflective." Reflective Practice 12, no. 6 (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 (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

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Matsuo, Makoto. "Reflective leadership and team learning: an exploratory study." Journal of Workplace Learning 28, no. 5 (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

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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 (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' perc

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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 (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

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

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Young, Kristen L. "Learning Through Reflective Writing: A Teaching Strategy." Evidence Based Library and Information Practice 5, no. 4 (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%)

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Balcerak, Alicja. "Reflective learning facilitators." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 18, no. 3 (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, s

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Kushnir, Mikhail, Pavel Rabinovich, and Kirill Zavedenskiy. "Reflexive practices in the world of education." Educational Policy 94, no. 2 (2023): 66–77. https://doi.org/10.22394/2078–838Х-2023–2-66-77.

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The article reflects the results of a study of approaches to the implementation of reflective practices in Russia andabroad to confirm or refute the hypothesis that the observed unwillingness of teachers to conduct reflection with students in generaleducation, as well as resistance from students / students, is systemic, and search for the reasons for the observed phenomenon. Theconducted exploratory studies made it possible to generalize approaches to the implementation of reflective practices for the subsequentdevelopment of author’s methodological recommendations that minimize the psyc

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

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Morales, Stephen. "Reflective learning." Management in Education 25, no. 4 (2011): 146–48. http://dx.doi.org/10.1177/0892020611420634.

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Hedberg, Patricia R. "Guiding Moral Behavior Through a Reflective Learning Practice." Journal of Management Education 41, no. 4 (2017): 514–38. http://dx.doi.org/10.1177/1052562917695199.

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Reflective learning practice embedded across the business curriculum is a powerful way to equip students with intentionally formed moral habits of the mind and heart. This article explores why and how to apply reflective learning to the teaching of business ethics. To act with integrity in complicated work organizations, students need skills and practices that recognize emotional, intuitive, and social moral influences. Actively engaging in reflections designed to deepen self-awareness primes students to turn deliberately to the purpose they want to bring to their organizational lives. Moreove

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Trisusana, Anis, Arik Susanti, Sueb Sueb, and Sumarniningsih Sumarniningsih. "Pre-service EFL Teachers’ Reflective Thinking Skills in Their Instructional Practices." New Language Dimensions 4, no. 2 (2024): 139–52. http://dx.doi.org/10.26740/nld.v4n2.p139-152.

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Reflective skill is a component of 21st century learning and one of the main keys to become a professional teacher. However, pre-service teachers often have difficulty in reflecting their teaching and learning. Thus, this study aims to describe the reflective thinking abilities of pre-service English teachers in implementing their teaching practice. This research was a qualitative descriptive study. The research subjects in this study were 12 pre-service English teachers. The instruments used were observation of documents and interviews. The results indicate that pre-service English teachers t

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Li, Aiping, and Tianxiao Peng. "Observing “Myself” in the Video: Fostering Reflective Practice in Oral Presentation Training." Advances in Language and Literary Studies 9, no. 3 (2018): 138. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.138.

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This paper proposes using video-supported reflection to facilitate EFL students’ reflective practice of oral presentations. Based on reflective learning theory, four teaching stages are designed and used in an intensive oral presentation training project: creating reflection scenarios, providing reflection scaffolds, guiding collaborative reflection, and summarizing learning gains. Data are collected through students’ reflective journals and focus group interviews. Findings indicate that the project has a positive impact on students’ reflective abilities and their perceived learning gains. Pro

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Wahyuni, Luh Gede Eka. "The Employment of EFL English Teachers’ Reflective Teaching: Types and Tools for Assessing Oneself." Jurnal Penelitian dan Pengembangan Pendidikan 7, no. 1 (2023): 67–78. http://dx.doi.org/10.23887/jppp.v7i1.59460.

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Reflecting on the teaching and learning process has been carried out as an important way of assessing oneself to improve teachers’ competence and professionalism. During blended learning in EFL classroom context, the results of the reflective teaching should be informative for teachers to know their teaching quality as well as to understand the students’ need and expectation in their learning. Thus, various reflective teaching strategies have been employed to enhance teachers’ reflective practice. This descriptive study is aimed to analyze the reflective teaching types and the strategies emplo

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Shaheen, Anjuman, Frida Halvorsen, and Dr Panagiotis Fotaris. "A Reflective Game Design framework for Game-Based Learning." European Conference on Games Based Learning 16, no. 1 (2022): 758–65. http://dx.doi.org/10.34190/ecgbl.16.1.876.

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Reflective practice is the ability to revisit and reassess one's previous actions to engage intentionally in the process of learning. The concept of reflection leads from unconscious aspects of learning or experience to mindful awareness, giving an individual the power to absorb everyday experiences to make appropriate conscious choices. Digital games in game-based learning (GBL) offer interactive learning with authentic practice and a high retention rate. Digital games are also considered an immersive and safe medium of stealth learning with the freedom to identify, explore, fail, and then re

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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching?" Pedagogy : Journal of English Language Teaching 8, no. 1 (2020): 24. http://dx.doi.org/10.32332/pedagogy.v8i1.1960.

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  As long-life learners, teachers should not stop learning and evaluating their teaching-learning process. One of the ways to evaluate or reflect a teacher’s teaching is by conducting reflective practice. Reflective practice or sometimes called reflective teaching is not a new concept. In the education field, reflective teaching has been enforced as a means to develop teacher professionalism. This study aims at reviewing some reflective practice tools utilized by in-service teachers in reflecting their classroom performance as an attempt to improve their teaching. Two in-service te

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Kyung-Sun Park and Kilryoung Lee. "Levels of Reflection in Reflective EFL Learning." Journal of the Korea English Education Society 9, no. 2 (2010): 25–48. http://dx.doi.org/10.18649/jkees.2010.9.2.25.

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Fowler, John. "Reflection. Part 4: reflective management and learning." Dental Nursing 11, no. 6 (2015): 354–56. http://dx.doi.org/10.12968/denn.2015.11.6.354.

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Yamuragiye, Assumpta, and Elizabeth Anne Kinsella. "Reflective Practice in Anesthesia Clinical Teaching." Rwanda Journal of Medicine and Health Sciences 4, no. 3 (2021): 406–11. http://dx.doi.org/10.4314/rjmhs.v4i3.10.

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BackgroundReflective practice is an essential aspect of knowledge generation for professional practice. By reflecting on action, professionals learn to improve their practices. Through processes of reflection, practitioners participate in a dialogue between theory and practice. Even though reflective practice is an important approach for learning from experience, its place remains unclear in anesthesia clinical education as well as anesthesia practice in a broad sense.AimThe aim of this paper was to examine the affordances of reflective practice in anesthesia clinical education.MethodsTwo case

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&NA;. "Reflective Learning, Reflective Practice, and Metacognition." Journal for Nurses in Professional Development 29, no. 1 (2013): 46–48. http://dx.doi.org/10.1097/nnd.0b013e31827e2f27.

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Colomer, Jordi, Teresa Serra, Dolors Cañabate, and Remigijus Bubnys. "Reflective Learning in Higher Education: Active Methodologies for Transformative Practices." Sustainability 12, no. 9 (2020): 3827. http://dx.doi.org/10.3390/su12093827.

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In this Special Issue, Reflective Learning in Higher Education explores on tertiary education and its practices. It looks at in-house and external individuals, and collective initiatives and activities that centre on generating and reflecting on knowledge. It also explores the transformation output of learning communities, the communities themselves and their reflective practices, and discusses how reflective learning and developing one’s professional identity through reflection are linked. The connections between the theoretical and applied research on reflective practices, knowledge generati

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Robben, Bernard, Bardo Herzig, Tilman-Mathies Klar, and Heidi Schelhowe. "Begreifbare Learning Environments." i-com 17, no. 3 (2018): 211–18. http://dx.doi.org/10.1515/icom-2018-0019.

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AbstractWe propose a framework of Interaction Design for Reflective Experience (RED). “Begreifbare” (graspable, in the sense of tangible and comprehensible) learning environments embody a designed experience that combines abstraction and concreteness, perception and cognition, and thus emphasizes both the impact of tangible, embodied interactions and the importance of symbols and signs for reflective experience. Our framework is based on the categories of space and experience, model and reflection.

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Mestika Sekarwinahyu, Amalia Sapriati, and Ucu Rahayu. "Reflection Habituation on The Online Tutorial." Jurnal Pendidikan Terbuka Dan Jarak Jauh 23, no. 2 (2022): 33–47. http://dx.doi.org/10.33830/ptjj.v23i2.4256.2022.

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This study aims to produce a reflective learning program that can be applied to the online tutorial for the final project to improve students' reflective thinking skills. Through a series of phased activities, a reflective learning program using discussion as the core of activities followed by reflection activities using the Gibbs’ reflective cycle has produced a reflective learning program in an online tutorial that is ready to be tested. The test was conducted to measure the students' reflective thinking level before and after using the program using the Kember reflective thinking level inst

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Roessger, Kevin M. "The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting." Adult Education Quarterly 64, no. 4 (2014): 323–44. http://dx.doi.org/10.1177/0741713614539992.

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In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb’s experiential learning theory and Mezirow’s transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants’ response and error rates during novel applications of an instrumentally learned skill (skill adaptation). Participants were randomly assigned to three conditions (interference, reflection, or critical reflection) according to blocking variables: gender, age, and reflective propensity. Partic

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Franken, Barbara, Jennifer Yates, Cynthia Russell, and Victoria Marsick. "Dominant actor and reflection within learning paths." Journal of Workplace Learning 30, no. 5 (2018): 364–76. http://dx.doi.org/10.1108/jwl-01-2018-0022.

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Purpose This paper aims to explore the possible relationships between the dominant actor and levels of reflection within learning paths. Learning-network theory, the framework of individual learning paths (Poell and Van der Krogt, 2013), suggests that organizational actors create different learning processes through their interactions. The second theoretical perspective emphasizes the influence of interactions on the depth of the reflective process of an individual (Kemper et al., 2000). Design/methodology/approach This paper examines a thesis that dominant actors within four ideal learning pa

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Zou, Hanshu. "The Building of an Effective Post-Interpreting Review Framework—A Case Study Based on Two Interpreting Tasks of the 2020 WAIC Conference." English Language Teaching and Linguistics Studies 6, no. 6 (2024): p121. https://doi.org/10.22158/eltls.v6n6p121.

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The quality of interpreting is a key indicator of an interpreter's performance. An effective way to improve it is constant reflection. Therefore, post-interpreting review plays a crucial role in improving interpreting quality. At present, there are few studies on this area, and there is still a lack of a complete post-interpreting review framework. Specific studies on the tools, stages and contents of post-interpreting review are rare.Reflective learning is significant in improving learning effectiveness, with post-interpreting review as a key reflection activity in it. Therefore, reflective l

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Kerwin, Anthony Livingstone PhD. "Reflective Essay on Learning and Teaching." International Journal of Arts and Social Science 2, no. 5 (2023): 57–65. https://doi.org/10.5281/zenodo.7714737.

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Learning and teaching are inextricably intertwined. The principal objective of education is learning, and the means used to fulfil this aim is teaching. Considering that these two phenomena are inseparable, it can therefore be deduced that teaching has to be carried out for learning to take place. In light of the afore-mentioned, this reflective essay deals with some of my personal experiences in learning and teaching from my secondary years to my tertiary years and beyond. It is a reflection about my academic formation and how certain experiences and individuals in my life have shaped the way

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Yeoh, Khar Kheng. "Entrepreneurship students distilled their learning experience through reflective learning log." Journal of Research in Innovative Teaching & Learning 10, no. 2 (2017): 126–42. http://dx.doi.org/10.1108/jrit-06-2017-0012.

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Purpose This Scholarship of Teaching and Learning research is a part of the larger study grant to analyze written reflections through learning log among the third and final year students undertaking BPME 3073 Entrepreneurship module in University Utara Malaysia (UUM). The paper aims to discuss these issues. Design/methodology/approach The data collection techniques are researcher-directed textual data through reflective learning log, taken from 140 students from three classes. A thematic approach was utilized to present the reflections of the students and all data were recorded in a verbatim f

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Bourner, Tom. "Assessing reflective learning." Education + Training 45, no. 5 (2003): 267–72. http://dx.doi.org/10.1108/00400910310484321.

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Tosriadi, Tosriadi, Abdul Asib, and Sri Marmanto. "REFLECTING TO LEARN: THE ASPECTS OF REFLECTION AS REFLECTED BY ENGLISH TEACHERS IN THEIR REFLECTIVE PRACTICE." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 7, no. 2 (2018): 205–13. http://dx.doi.org/10.26618/exposure.v7i2.1423.

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Reflective practice has become central issue in teacher professional development. Through reflective practice, it is expected teachers can improve their teaching quality and develop their professionalism as well. As a tool of professional development, reflective practice offers opportunities to teachers to reflect on their teaching. There are some aspects that can be included in teachers’ reflection. This qualitative case study was aimed at investigating some aspects of English teachers reflected in their reflective practice. 4 in-service English teachers were involved as respondents of the st

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Bennett, Dawn, Anne Power, Chris Thomson, Bonita Mason, and Brydie-Leigh Bartleet. "Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education." Journal of University Teaching and Learning Practice 13, no. 2 (2016): 99–118. http://dx.doi.org/10.53761/1.13.2.7.

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Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward enge

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Uswahzulhasanah, Uswahzulhasanah, and Fitri Arofiati. "The effect of reflective learning in nursing and health students: a literature review." Bali Medical Journal 10, no. 3 (2021): 1235–38. http://dx.doi.org/10.15562/bmj.v10i3.2857.

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Background: Reflective learning can be defined as an activity or process that aims to recall the actions and methods of learning that have been carried out in the form of observations. Students mostly obtain and improve their knowledge and skills through experiential learning or reflection. This literature review aims to determine whether there is an effect of the reflective learning method in nursing students and health students, especially on critical thinking.Methods: This research is a type of literature review conducted by searching for articles related to the reflective learning method i

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Brandon, Ashley, and Emily Farkas. "A Reflective Account of Character-Based Professional Learning in Higher Education." Journal of Scholarly Engagement 7, no. 2 (2024): 57–70. http://dx.doi.org/10.9743/jse.2024.7.2.6.

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This manuscript will reflect on the planning and development of professional learning opportunities provided to diverse university stakeholders on character education and virtue formation. While reflecting on the approach to the project, planning logistics and content development are explored explicitly. An evaluation exploring training modalities, attendance, arrangement, and feedback were used to gain insight and guide the authors in their reflective practice. The reflective narrative and evaluation of ideas led to a decision about the factors that aided the project's implementation. In futu

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Sargsyan, Vahan, and Lusine Gharakhanyan. "ELEMENTARY SCHOOL STUDENTS’ REFLECTIONS ON CHESS LEARNING DIFFICULTIES." Main Issues Of Pedagogy And Psychology 11, no. 2 (2024): 172–83. http://dx.doi.org/10.24234/miopap.v11i2.43.

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According to the studies, reflection is a significant aspect of educational activities. Chess fosters constant analysis and reflection on different positions. It has also been revealed that students’ reflective style is more prevalent during chess lessons. Current research aims to reveal chess learning difficulties and developmental trends based on elementary school students' reflective judgments. We combined qualitative and quantitative approaches in our study. A questionnaire was designed to evaluate the reflexive environment and the students’ reflective skills based on the principles of ref

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O'neil, Judy, and Victoria J. Marsick. "Becoming critically reflective through action reflection learning™." New Directions for Adult and Continuing Education 1994, no. 63 (1994): 17–30. http://dx.doi.org/10.1002/ace.36719946304.

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Dinesh, Sharma, and Assudani Hitesh. "Perception On Feedback and Reflection Writing by First Year MBBS Students." GAIMS Journal of Medical Sciences 2, no. 2 (2022): 19–23. https://doi.org/10.5281/zenodo.7293972.

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<strong>Background:</strong> Reflection writing by undergraduate analyzed as vital element now a days to contribute as important tool to improve medical education and clinical practices for professional development. This study evaluates the gain of reflective writing on boosting writing skills, enhancing motivation, increasing creativity, explored differences in students ‘performance and also critical thinking among undergraduate students. <strong>Objective:</strong> The objective of this study is to refine the students & faculties to value the necessity for encouraging a ‘feed

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Ranglund, Ole Jørgen, Hanne Marit Haave, and Tone Vold. "Academic development through course enhancements – becoming reflective practitioners." European Conference on Knowledge Management 24, no. 2 (2023): 1099–105. http://dx.doi.org/10.34190/eckm.24.2.1767.

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Working in Communities of Practice (CoP) when developing student support in courses, may also have an impact on the academic learning. In CoP’s scholars can meet up to discuss, solve issues and develop new solutions. It is an arena for reflection on action, retrospective reflection and for meta-learning. In this paper we will present how two lecturers have co-developed knowledge through knowledge sharing, discussions and projects with students. The two lecturers have different background regarding education teaches within the same main area; organizational theory and development, and Knowledge

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Chan, Yee Cheun, Chi Hsien Tan, and Jeroen Donkers. "Impact of reflective writings on learning of core competencies in medical residents." Asia Pacific Scholar 6, no. 4 (2021): 65–79. http://dx.doi.org/10.29060/taps.2021-6-4/oa2447.

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Introduction: Reflection is a critical component of learning and improvement. It remains unclear as to how it can be effectively developed. We studied the impact of reflective writing in promoting deep reflection in the context of learning Accreditation Council for Graduate Medical Education (ACGME) competencies among residents in an Internal Medicine Residency programme. Methods: We used a convergent parallel mixed-methods design for this study in 2018. We analysed reflective writings for categories and frequencies of ACGME competencies covered and graded them for levels of reflection. We col

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Faller, Pierre, Henriette Lundgren, and Victoria Marsick. "Overview: Why and How Does Reflection Matter in Workplace Learning?" Advances in Developing Human Resources 22, no. 3 (2020): 248–63. http://dx.doi.org/10.1177/1523422320927295.

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The Problem While reflection is central to adult learning processes and theories, its meaning and definitions vary. Authors approach reflection from different perspectives and assumptions. The Solution This article is a conceptual map to guide the reader through key definitions and perspectives discussed in upcoming articles. We provide a compass for reflection, critical reflection, reflective practice, and how these terms apply to learning from experience, meaning-making, and action in the workplace. We also show how different perspectives or lenses can impact a human resource development (HR

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Naumeri, Fatima. "Reflective Practice and Factors Affecting it: Perceptions of Pediatric Surgery Residents." Annals of King Edward Medical University 28, no. 4 (2023): 417–22. http://dx.doi.org/10.21649/akemu.v28i4.5250.

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Background: There is scarcity of literature about factors affecting reflective practices in local context. By focusing on these factors, we can help promote engagement in reflective practices in our culture. Objective of this study was to explore the barriers to and facilitators of reflective practice by post graduate surgical residents. Methods: Using action research study design, qualitative research was conducted in the department of Pediatric Surgery, Mayo Hospital to explore different factors affecting reflective practice in postgraduate surgical residents in their daily practice. A works

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Essa, Hatem. "Reflective Diaries as a Tool for Promoting Learning and Teaching in Higher Education." World Journal of English Language 14, no. 6 (2024): 217. http://dx.doi.org/10.5430/wjel.v14n6p217.

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The concept of reflection has become increasingly prevalent in higher education over recent decades, particularly in the domains of teaching and learning. Being a reflective learner means that students can critically evaluate their learning, determine areas of their learning that need further development and make themselves more independent learners. This paper discusses a case study where reflective diaries were used to facilitate and assess both learning and teaching methods. As an assessment method, reflective diaries can assess students’ comprehension of the course content and can also pro

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Savicki, Victor, and Michele V. Price. "Reflection in Transformative Learning: The Challenge of Measurement." Journal of Transformative Education 19, no. 4 (2021): 366–82. http://dx.doi.org/10.1177/15413446211045161.

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Reflection is a key component of the transformative learning process. In this study, we take steps to define components of reflection and link them to a computer-based, quantitative method of content analysis called Linguistic Inquiry and Word Count (LIWC). This method can be used to evaluate common forms of reflective writing such as journals, reflective essays, and blog posts. It has several advantages over more common qualitative approaches for measuring reflection. We test the efficacy of this quantitative measurement approach with data from 98 study abroad university students. The results

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Sudirman, Anselmus, Adria Vitalya Gemilang, Thadius Marhendra Adi Kristanto, et al. "Reinforcing Reflective Practice through Reflective Writing in Higher Education: A Systematic Review." International Journal of Learning, Teaching and Educational Research 23, no. 5 (2024): 454–74. http://dx.doi.org/10.26803/ijlter.23.5.24.

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Reflective practice provides positive reinforcements for students in higher education to develop reflective writing skills, allowing them to enhance academic performance, self-reflection, decision-making and problem-solving strategies. This systematic review aims to describe essential aspects of reinforcing reflective practice through reflective writing and the contributions of reflective practice to the praxis of the students’ reflective writing skills in higher education. Using 20 of 745 peer-reviewed articles published from 2018 to 2024 in Scopus and Web of Science-indexed journals, this re

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Gathu, C. "Facilitators and Barriers of Reflective Learning in Postgraduate Medical Education: A Narrative Review." Journal of Medical Education and Curricular Development 9 (January 2022): 238212052210961. http://dx.doi.org/10.1177/23821205221096106.

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Background Reflection in postgraduate medical education has been found to aid in the development of professional skills, improve clinical expertise, and problem solving with the aim of advancing lifelong learning skills and self-awareness, leading to good medical practice among postgraduate residents. Despite the evidenced benefits, reflection remains underused as a tool for teaching and learning, and few trainee physicians regularly engage in the process. Factors that affect the uptake of reflective learning in residency training have not yet been adequately explored. Objective The purpose of

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Bubnys, Remigijus. "Latent Structure of Reflective Learning at the Higher Educational Institution: Mixed Methods Research Results." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 98. http://dx.doi.org/10.17770/sie2015vol1.307.

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<p><em>The article presents results of the research, conducted using mixed methods research strategy: the reflective learning model as a prerequisite for curriculum development and improvement in university studies. The qualitative study was implemented using unstructured reflections, written by 65 prospective special educators studying at the university. The phenomenological hermeneutical method of data analysis enabled to disclose students’ experiences as preconditions for reflective learning, continuing studies at the university, and reveal impact on changes in personal concepti

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Mantle, Melissa Jane Hannah. "How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn." Research in Education 105, no. 1 (2018): 60–73. http://dx.doi.org/10.1177/0034523718775436.

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Student teachers in England are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This study is a qualitative project studying whether and how different reflective learning activities introduced into a postgraduate teacher training programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the reflection of students and the most effective learning methods. The study took place over a one-year period in one teacher training institution. The data arose fr

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Prayogi, Saiful, Miskal Miskal, Syarifuddin Syarifuddin, and Roniati Sukaisih. "Enhancing Physics Learning Outcomes through a Reflective Learning Model Supported by Logic Inference Worksheets: A Classroom Action Research Study." Multi Discere Journal 2, no. 2 (2023): 91–106. https://doi.org/10.36312/mj.v2i2.2721.

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Improving conceptual understanding and reasoning skills in physics requires instructional strategies that go beyond procedural learning. Reflective learning models offer promising frameworks for fostering student engagement, critical thinking, and metacognition. However, the integration of structured reflection with logic-based instructional tools remains underexplored, particularly in middle school physics contexts. This study aims to examine the effectiveness of a reflective learning model supported by logic inference worksheets (LKS) in enhancing student learning outcomes in physics. A clas

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