Bibliografías temáticas / Reflective learning

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Literatura académica sobre el tema "Reflective learning"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 25 de julio de 2025

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Artículos de revistas sobre el tema "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 (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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Tesis sobre el tema "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
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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
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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.<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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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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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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Libros sobre el tema "Reflective learning"

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University, Open, ed. Introducing reflective learning. 2nd ed. Open University, 2007.

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

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Williams, Kate. Reflective writing. Palgrave Macmillan, 2012.

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Cornish, Linley, ed. (Re)learning as Reflective Practitioners. 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. Masarykova univerzita, 2013.

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

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

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

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

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

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Capítulos de libros sobre el tema "Reflective learning"

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El Miedany, Yasser. "Reflective Learning, Reflective Teaching." In Rheumatology Teaching. 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. 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. 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. 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. Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60349-4_5.

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Ewens, Tony, and Paul Cammack. "Promoting children's learning." In Reflective Primary Teaching, 2nd ed. Routledge, 2025. https://doi.org/10.4324/9781041056706-3.

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Williams, Kate, Mary Woolliams, and Jane Spiro. "A reflective diary or learning journal." In Reflective Writing. 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. 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. 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. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_11.

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Actas de conferencias sobre el tema "Reflective learning"

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Solanki, Abhijeet, Luke Beirne, Syed Rafay Hasan, and Wesam Al Amiri. "ReAL: Machine Learning Detection of Reflective Attacks Against Lidarometry." In SoutheastCon 2025. IEEE, 2025. https://doi.org/10.1109/southeastcon56624.2025.10971487.

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Filomia, Maria, and Debora Tringali. "INDUCTION PATHS IN EARLY CHILDHOOD: BUILDING REFLECTIVE PRACTICES AND SHARED VISIONS." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2267.

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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. ACM, 2017. http://dx.doi.org/10.1145/3027385.3027394.

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VÎLCU, Marcela. "Reflection journal – an effective tool for learning." In "Valorificarea neuroştiinţelor în dezvoltarea personală", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.7-8-11-2024.p199-204.

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In this article one of the pressing problems of the educational system is addressed, namely how to improve learning capacity in a context in which contemporary changes are strengthening the power of science and technology and demanding new educational forms and processes. The author emphasizes the importance of reflection in the learning process and offers suggestions on how to use the reflective journal as an effective learning tool. Through concrete examples, she demonstrates that, as a learning tool that includes personal reports of the learner that studies particular educational experience
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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. 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 posit
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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 &amp; 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 aforemen
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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). Atlantis Press, 2019. http://dx.doi.org/10.2991/iccie-18.2019.4.

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Informes sobre el tema "Reflective learning"

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Knapp, Michael S., Michael A. Copland, Brynnen Ford, and Anneke Markholt. Leading for Learning: Reflective Tools for School and District Leaders. Center for the Study of Teaching and Policy at the University of Washington, 2003. http://dx.doi.org/10.59656/el-g5903.001.

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Stannard, Casey R., and Lindsay Danielle Reaves. Utilizing Reflective Writing and Design Theory to Improve Student Learning Outcomes. Iowa State University, Digital Repository, 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, 2000. http://dx.doi.org/10.15760/etd.235.

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Aw, Guat Poh, Kar Chun Tan, and Kwee Hua Lim. Teachers as adult learners-effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27415.

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The present study serves as an intervention study which adopts the Variation Theory-Multiple Perspectival Reflective Dialogic Professional Development Model (VT-MPR dialogic PD Model developed by the researcher) as a systematic framework to investigate aspects of Cognitive Dissonance (CD) experienced by primary school Chinese Language (CL) teachers in Singapore.
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Suarez Enciso, Sonia, Hyeri Mel Yang, and Gabriela Chacon Ugarte. Skills for Life Series: Self-awareness. Inter-American Development Bank, 2024. https://doi.org/10.18235/0013332.

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Self-awareness, the ability to monitor internal states and understand interactions with others, is a key socioemotional skill. It encompasses internal clarity and external understanding of how others perceive us. Linked to well-being, empathy, and self-regulation, self-awareness can be developed through reflective practices, feedback, and personalized learning. In this brief, we explore its significance, successful initiatives to cultivate self-awareness, and tools available to measure it.
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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 e
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Donnelly, Alan, and Caroline Heaton. A Process and Impact Evaluation of a University’s Module Evaluation Questionnaire (MEQ). Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/steer/meq_evaluation.

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In 2020/21, a review was commissioned by Sheffield Hallam University’s Leadership Team into the Module Evaluation Questionnaire (MEQ) to find out what difference it was making and how the data was being used. A range of evidence was gathered and drawn upon for this mixed-methods evaluation, including: online focus groups and interviews with 60 module leaders across three colleges; an online reflective activity with teaching and learning (T&amp;L) portfolio leads from 10 departments; interviews with 19 student course representatives; monitoring data and other evidence; and findings from literat
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Oza, Sandra, Simon Haslam, and Janet Wilkinson. Mentoring - making a difference. University of Dundee, 2017. http://dx.doi.org/10.20933/100001318.

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Mentoring - “off-line help by one person to another in making significant transitions in knowledge, work or thinking” (David Megginson and David Clutterbuck). In mentoring, a more experienced person (the mentor) works with someone with less experience of the context (the mentee). Through a process of conversations, the mentor helps the mentee develop their capability. The term ‘offline’ means outside of normal line management arrangements. Mentors are critical friends to their mentees – not their bosses, supervisors or managers. In this way the mentor can focus totally on the mentee’s growth a
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Hernández Orellana, Marisol. Educating for the Future: Why Universities Must Lead the Way in Ethical and Digital Competence. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez2202597.

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As artificial intelligence (AI) reshapes our world, higher education faces a pivotal decision: will it merely adopt these technologies or will it actively guide their integration in ways that preserve human judgment, ethics, and intellectual autonomy? This opinion article argues that universities must take a leadership role—not only to safeguard their institutional identity but also to contribute to a society populated by digitally competent, ethically grounded professionals. Recent studies show that AI tools like ChatGPT and Wolfram Alpha are increasingly used by students to automate complex
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Donnelly, Alan, Emily Houfe, and Temi Labinjo. Evaluation of the Global Citizenship Portfolio. Sheffield Hallam University, 2020. http://dx.doi.org/10.7190/steer/gcp.

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This evaluation measured the impact of the Global Citizenship Portfolio (GCP), which is a non-credit bearing module at Sheffield Hallam University that aims to support students to become ‘global citizens’. The GCP engages students in self-directed learning by combining: academic-run sessions; lectures; an intercultural experience which happens on campus, locally or abroad; and reflection. The evaluation was focused on the cohort of 78 students who started the module in October 2019 or January 2020 and completed it in May 2020. A mixed-methods project was conducted to provide quantitative and q
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