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Littérature scientifique sur le sujet « Learning reflections »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Learning reflections"

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White, Hilary. "Learning reflections." Practical Pre-School 2015, Sup175 (2015): 13–14. http://dx.doi.org/10.12968/prps.2015.sup175.13.

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Rigolizzo, Michele, and Zhu Zhu. "Motivating reflection habits and raising employee awareness of learning." Evidence-based HRM: a Global Forum for Empirical Scholarship 8, no. 2 (2020): 161–75. http://dx.doi.org/10.1108/ebhrm-11-2019-0102.

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PurposeWhile research has shown reflection is a valuable part of individual learning, developing reflection habits has remained notoriously difficult, particularly for working adults. We explore whether an intervention of being able to review previous reflections will affect employee engagement in future reflection activities and raise their awareness of learning opportunities at work.Design/methodology/approachWe conducted a large-scale field experiment, including 136 employees from an international bank in Europe, in which participants were asked to reflect twice a week for eight weeks. Part

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Saragih, Fernando, Yeheskial Nggandung, Ari Data, Andri P. Loe, Jacob Abolladaka, and Ninda Anaci Lulan. "Pelatihan Refleksi Pembelajaran yang Bervariasi pada SMP Negeri 9 Kupang." Kelimutu Journal of Community Service 4, no. 2 (2024): 18–28. https://doi.org/10.35508/kjcs.v4i2.18422.

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This community service activity was conducted at SMP Negeri 9 Kupang to improve teachers' ability to implement varied learning reflections. Based on survey results, 50% of teachers mastered learning reflections well, 35% had sufficient mastery, and 15% were lacking. This issue arose due to the lack of intensive training and guidance on diverse reflection methods. The aim of this activity was to provide in-depth training to teachers, enabling them to apply learning reflections more effectively. The method used was participatory training, involving hands-on practice in applying various reflectio

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Gorres-Martens, Brittany K. "Using exam reflections to augment learning." Advances in Physiology Education 44, no. 3 (2020): 501–4. http://dx.doi.org/10.1152/advan.00028.2020.

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While teaching, learning, and assessment should undoubtedly encompass more than just focusing on student exam scores, exams are a pervasive assessment tool at many academic institutions. This paper describes a newly developed exam reflection assignment, which is a tool to assist students in successful exam experiences throughout the course. The exam reflection is described and compared and contrasted to other types of exam reflections.

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Sharma, Monika. "Learning through reflections." CHRISMED Journal of Health and Research 5, no. 4 (2018): 319. http://dx.doi.org/10.4103/cjhr.cjhr_109_18.

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Tayaben, Jude L., Maureen E. Gay-as, Jonalyn S. Esco, and Carol Ruth L. Valles. "Reflections and Learning." Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal) 78, no. 1 (2018): 22–31. https://doi.org/10.70884/mjsir.v78i1.127.

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Recognizing varied and real life community learning experiences of students are necessary as they are continuously deployed by the College of Nursing of Benguet State University for immersion to different placements. A case study was used as the research approach for this endeavor. Fifty-two reflective journals were reviewed and twenty-two student nurses participated in the study. Participant reflective journal reviews, observations, and focus group discussions were used as data collection methods. Using thematic analysis, four themes emerged from the students’ descriptions of their learning e

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Flierl, Michael, and Russ Hamer. "Designing Student Reflections to Enable Transformative Learning Experiences." Teaching Philosophy 42, no. 2 (2019): 87–106. http://dx.doi.org/10.5840/teachphil201952104.

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Many philosophy instructors want their students to change the way they think about and act in the world. Reflection can be one way to bring this about, yet it is common for student reflections to fail to enable this desired transformative learning experience. Our research investigated how instructors can design better reflective assignments to cultivate a more transformative learning experience for students. Using thematic analysis, a qualitative research method, we analyzed student reflection data to identify themes and patterns of student work. Findings include concrete guidelines for cultiv

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Levinthal, Daniel A. "Learning in context: Grateful reflections on reflections." Journal of International Business Studies 51, no. 9 (2020): 1529–31. http://dx.doi.org/10.1057/s41267-020-00368-0.

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Paudyal, Sushil, William Walker, Kao Sean, Jeffrey Wiegert, Kathrin Dunlap, and Jonan Donaldson. "386 Reflection on Reflections: How Students Experience Reflection Assignments?" Journal of Animal Science 100, Supplement_3 (2022): 189–90. http://dx.doi.org/10.1093/jas/skac247.348.

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Abstract Reflection exercises provide students with opportunities for deep learning. The objective was to evaluate students' experiences during multiple reflection assignments to identify strengths and weaknesses of the activity and identify evidence-based strategies for improvement. A total of 21 students reflected every week during a semester long group project in an Animal Science Capstone course. The final reflection assignment included evaluation of the previous weekly reflection assignments. For this study, the final reflection assignments were collected and a qualitative thematic analys

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Cojorn, Kanyarat, and Kanyarat Sonsupap. "Investigating Student Teachers’ Reflections on Early Field Experiences." Journal of Educational Issues 8, no. 1 (2022): 279. http://dx.doi.org/10.5296/jei.v8i1.19602.

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The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of reflection quality in this study contained the topic of reflection and depth of reflection. The topic of reflection focused on five dimensions including: 1) teaching and learning strategies, 2) teacher’s appearance, 3) student’s experience, 4) learning

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Thèses sur le sujet "Learning reflections"

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White, Heather. "Reflections on university learning : one group's experience /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ42460.pdf.

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Schinkel, Maarten Pieter. "Disequilibrium theory reflections towards a revival of learning /." [Maastricht] : Maastricht : UPM, Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 2001. http://arno.unimaas.nl/show.cgi?fid=7802.

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Keith, Rebecca Loomis. "Learning as development| Reflections of former Montessori students." Thesis, Saint Mary's College of California, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3641394.

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<p> Possible long term effects of previous Montessori education on college age students are relatively unexamined. In this descriptive, exploratory, qualitative study, 13 students who had earlier attended Montessori schools for at least six years were asked to reflect on their just-completed freshman year. Thematic analysis of their in-depth, semi-structured interviews revealed similarities in how they experienced themselves as learners; understood the construction of knowledge, opinion, and truth; experienced themselves as growing and changing; and viewed the influence of their Montessori edu

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Loneragan, Damian James. "Teachers' professional learning : perspectives and reflections of practising teachers." Thesis, Open University, 2016. http://oro.open.ac.uk/49556/.

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of

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Borg, Michaela. "Learning to teach : CELTA trainees' beliefs, experiences and reflections." Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/1009/.

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This study investigates the process of learning on a Certificate in English Language Teaching to Adults (CELTA) course. Research on many courses in teacher education has indicated that courses have a weak impact on the beliefs of trainees, in that trainees emerged from these courses largely unaffected by the ideas presented on the course and entered teaching with an approach which echoed their experiences as students in school. It is somewhat surprising therefore that within ELT it has long been argued that the Certificate programme has a strong impact on trainees. The aim of the present study

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Wei, Jiaqi. "Chinese EFL student perceptions of their learning through reflections on web-based learning." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22468/.

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English, as a foreign language, is a compulsory course for all students in their university study journey since the 1990s in China (MOE, 1994). The significant status of English was re-affirmed by the reform of English in higher education since 2007, which was further improved in 2016 by new guidelines by the Ministry of Education in China (MOE, 2007, 2016). English has become a tool for communication acquired by students to use in their daily life, for example when studying, living, and for social communication and future work (MOE, 2016), rather than being a foreign language used to merely r

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Gould, Lois Marian. "Preservice teachers' reflections on an early "learning to teach" experience." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187094.

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Current literature on the "learning to teach" process has tended to concentrate more on the student teaching than on the early introductory phases of the process. This qualitative study investigates the growth and change statements described in students' final reflective essays of a course designed to introduce them to the complexities of teaching. The emphasis is on conceptual change and the developing schema students construct during an introductory course, Classroom Processes and Instruction. The study consisted of three phases of analysis. The first was of the course components mentioned b

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Booth, Ian M. "Developing community dentistry through action learning : the actions, reflections and learning of a clinical director." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520729.

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Action learning is increasingly being adopted by NHS organisations as a way of providing leadership and organisational development for staff, including senior clinicians. The benefit of action learning is that it allows work-based learning to take place with the intention of improving patient care and developing a strategic direction for individual services. Through this approach, senior clinicians will increase their selfawareness and be sensitive to the cultures within their organisation and ensure that their actions are responsive to these and not consider their actions in isolation. The re

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Normann, Anita. "Digital storytelling in second language learning : A qualitative study on students’ reflections on potentials for learning." Thesis, Norges teknisk-naturvitenskapelige universitet, Program for lærerutdanning, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-14060.

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This study focuses on the educational use of digital storytelling within second language learning from an emic perspective. Digital storytelling, which can be described as a combination of the old storytelling tradition and new technology, was originally used for other purposes than education and learning. This has however changed over the years. With the advent of new technology in schools, various forms of digital media production have become quite common as approaches to learning in several subjects. This was even further emphasized with the new curriculum from 2006, where digital skills we

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Yu, Mengye. "Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders." Thesis, Yu, Mengye (2022) Building-up leaders for challenges through vicarious learning: Reflections from Australian leaders. PhD thesis, Murdoch University, 2022. https://researchrepository.murdoch.edu.au/id/eprint/66471/.

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Organizational leaders are essential for dealing with various workplace challenges, such as VUCA (volatility, uncertainty, complexity, and ambiguity) circumstances, and leadership development (LD) is a common way to build-up leaders. However, leadership practitioners are sometimes strongly dissatisfied with LD programs, which has been identified as ineffective in developing leaders for challenging circumstances. Thus, this research aims to discover how to prepare leaders for challenging work environments. This inductive research investigates open-ended reflections collected from 42 Austral

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Livres sur le sujet "Learning reflections"

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Ghaye, Tony. Reflections on learning. Pentaxion, 1996.

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Leila, Barbara, Scott Mike 1946-, and Celani Antonieta, eds. Reflections on language learning. Multilingual Matters Ltd., 1994.

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Evans, Michael A., Martin J. Packer, and R. Keith Sawyer, eds. Reflections on the Learning Sciences. Cambridge University Press, 2016. http://dx.doi.org/10.1017/cbo9781107707221.

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Jetten, Hugo, Alex Straathof, and Frank Suurenbroek. Lab Amsterdam: Working, learning, reflections. Thoth Publishers, 2017.

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Elliott, Masie, ed. Learning rants, raves, and reflections. Pfeiffer/ Wiley, 2005.

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Eng, Chen Swee, and Australian Problem Based Learning Network., eds. Reflections on problem based learning. Australian Problem Based Learning Network, 1994.

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O'Reilly, Kellie Wardman. Reflections on creating learning organizations. Pegasus Communications, 1994.

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Cousins, Emily. Reflections on design principles. Kendall/Hunt Pub. Co., 1998.

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Mary, James, ed. Learning, learning outcomes and the improvement of learning: reflections from TLRP. Routledge,Taylor & Francis Group, 2005.

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Bax, Marcel, and C. Jan-Wouter Zwart, eds. Reflections on Language and Language Learning. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.

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Chapitres de livres sur le sujet "Learning reflections"

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Evans, Norman. "Reflections." In Experiential Learning. Routledge, 2021. http://dx.doi.org/10.4324/9781003160908-5.

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Burkhardt, Hugh, Daniel Pead, and Kaye Stacey. "Reflections." In Learning and Teaching for Mathematical Literacy. Routledge, 2024. http://dx.doi.org/10.4324/9781003303503-15.

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Casement, Patrick. "Further reflections." In Learning Along the Way. Routledge, 2018. http://dx.doi.org/10.4324/9780429437267-15.

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Holmes, Helen L. "Reflections and learning." In Inside Psychosis. Routledge, 2025. https://doi.org/10.4324/9781003509059-13.

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Watson, Jane, Kim Beswick, and Natalie Brown. "Reflections." In Educational Research and Professional Learning in Changing Times. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-945-9_23.

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Edwards, Anthony. "Some Reflections." In Personalising Learning in Open-Plan Schools. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_13.

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Hume, Francesca. "Final reflections." In Learning and Unlearning through the Clinical Encounter. Routledge, 2025. https://doi.org/10.4324/9781003560432-35.

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O’Driscoll, Aileen. "Conclusions and Reflections." In Learning to Sell Sex(ism). Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94280-3_6.

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Shavelson, Richard J., and Amy Kurpius. "Reflections on Learning Progressions." In Learning Progressions in Science. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-824-7_2.

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Trauth, Eileen M., and Kayla Booth. "Reflections on Blended Learning." In Innovative Practices in Teaching Information Sciences and Technology. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03656-4_18.

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Actes de conférences sur le sujet "Learning reflections"

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Adorjan, Alejandro. "Blockchain Hackatons: Reflections From a Learning Experience." In 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2024. https://doi.org/10.1109/tale62452.2024.10834359.

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Daly, Katharine, Hubert Eichner, Peter Kairouz, H. Brendan McMahan, Daniel Ramage, and Zheng Xu. "Federated Learning in Practice: Reflections and Projections." In 2024 IEEE 6th International Conference on Trust, Privacy and Security in Intelligent Systems, and Applications (TPS-ISA). IEEE, 2024. https://doi.org/10.1109/tps-isa62245.2024.00026.

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Dash, Anirudh, and Aditya Siripuram. "Fast Structured Orthogonal Dictionary Learning using Householder Reflections." In ICASSP 2025 - 2025 IEEE International Conference on Acoustics, Speech and Signal Processing (ICASSP). IEEE, 2025. https://doi.org/10.1109/icassp49660.2025.10888743.

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Cutajar, Maria. "GEN-AI IN TEACHING & LEARNING STUDENTS’ LEARNING ACTIVITY: PREPROCESSING REFLECTIONS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1423.

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Simpson, Jody. "DISCOVERING THE RESEARCHER WITHIN: REFLECTIONS FROM A DESIGN EDUCATOR." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0800.

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Gupta, Priyanshu, Shashank Kirtania, Ananya Singha, et al. "MetaReflection: Learning Instructions for Language Agents using Past Reflections." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.477.

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Murphy, Kenneth. "TEACHING OPERATIONS MANAGEMENT BEHIND BARS: REFLECTIONS AND PRESCRIPTIONS FOR STUDENT EMPOWERMENT." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2063.

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Abd-Elhakim, Ahmed, Hazem Ahmed, Mohamed Mahmoud, Omnia Hamdy, and Maha Elsabrouty. "Machine Learning-Based Assessment of Optical Fiber Reflections for Motion Sensing." In Frontiers in Optics. Optica Publishing Group, 2024. https://doi.org/10.1364/fio.2024.jd4a.76.

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This paper presents a motion detection framework that is based on optical fiber reflections integrated with machine learning. The presented framework achieves accurate and cost-effective motion sensing by reliably identifying reflectance spectra enabling versatile applications

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Ziek, Paul, Kate Fink, and Louis Guarneri. "EXPERIENTIAL LEARNING: REFLECTION VS REFLECTIONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0435.

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Sourav, Z., and D. Afroz. "EMERGENCE OF INFORMAL LEARNING SPACE IN UNIVERSITY CAMPUS: A COMPARATIVE SCENARIO IN THE CONTEXT OF KHULNA CITY." In Beyond sustainability reflections across spaces. Faculty of Architecture Research Unit, 2021. http://dx.doi.org/10.31705/faru.2021.24.

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Ancient education system was developed from a semi-outdoor environment. While developing the learning spaces it developed into indoor environment to ensure controlled environment, focus, discipline and compactness. These properties lead to formal education and formal learning space which replaced the informal learning environment. Formal learning space usually drive students towards a single expertise or knowledge. The limitations and boredom of formal education often causes depression and annoy towards education that result in limited learning and one-sided education. This research indicates

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Rapports d'organisations sur le sujet "Learning reflections"

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Wisniewski, Matt Wisniewski. Learning Alongside Grantees: Environment Program Examples and Reflections. S. D. Bechtel, Jr. Foundation, 2020. http://dx.doi.org/10.15868/socialsector.37832.

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Lopez, Albertina Lopez, Andrew Taylor Taylor, Ben Liadsky Liadsky, Julia Coffman Coffman, and Tanya Beer Beer. Aproaches to Learning Amid Crises: Reflections from Philanthropy. Center for Evaluation Innovation, 2021. http://dx.doi.org/10.15868/socialsector.38149.

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Tyndall, John, and Lisa Schulte-Moore. Learning About Ecosystem Services with PEWI: Student Reflections. Iowa State University. Library, 2022. http://dx.doi.org/10.31274/dr-20221018-0.

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Bonk, Curtis J., Tatana Olson, Robert A. Wisher, and Kara Orvis. Reflections on Blended Distributed Learning: The Armor Captains Career Course. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada408041.

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Mangla, Akshay. The politics of learning: Reflections from primary schooling in India. What Works Hub for Global Education, 2024. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-bl_2024/011.

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Halverstadt, Ashleigh Halverstadt. Learning in Context: Reflections on the Education Team’s Approach to Evaluation. S. D. Bechtel, Jr. Foundation, 2020. http://dx.doi.org/10.15868/socialsector.37444.

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Clark, Louise. Accompanied Learning: Reflections on How ALRE Enhanced APRA’s Relevance and Effectiveness. APRA, Future Agricultures Consortium, 2022. http://dx.doi.org/10.19088/apra.2022.035.

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This case study explores the claim that the Accompanied Learning for Relevance and Effectiveness (ALRE) approach contributed to stronger relevance and effectiveness of the Agricultural Policy Research in Africa (APRA) research programme. This report outlines the accompanied learning function of the ALRE team and how this ‘critical friend’ role supported APRA research teams in defining and reviewing their impact pathways, identifying and refining emerging evidence ‘nuggets’, and considering how to frame these insights to gain traction with specific policy debates and discourse.

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Donnelly, Alan, Rachael Parsons, and Daniel Pearson. Exploring Course Leaders’ Reflections of Learning Communities at Sheffield Hallam University. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/steer/learning_communities.

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The overarching aim of the project was to explore and capture examples of practices and ideas for success to enhance the course experience for students, with a particular emphasis on the theme of learning communities. Learning communities was an area that received a notable decrease in student satisfaction in the 2021 National Student Survey (NSS) at Sheffield Hallam University. Interviews were carried out with eight course leaders to explore: the practices used on their courses; the aspects that could be made even better; the evidence that they draw upon to understand the effectiveness of the

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Kohlitz, Jeremy, Avni Kumar, and Ruhil Iyer. Rural Sanitation in a Changing Climate: Reflections and Case Studies. The Sanitation Learning Hub, Institute of Development Studies, 2023. http://dx.doi.org/10.19088/slh.2023.018.

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To date, rural sanitation and hygiene are often conspicuously left out of discussions on climate change impacts on water, sanitation and hygiene (WASH) services. There are few studies that illustrate the impacts of climate hazards and shocks on rural sanitation and hygiene and limited programmatic guidance on how to achieve more resilient systems. Research about the climate impacts on rural sanitation and hygiene are needed to persuade action and equitable allocation of resources. Furthermore, implementers need practical guidance on what to do and how to situate sanitation within the wider pre

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Pautz Stephenson, Stefani, and Jeremy Roschelle. Making Waves: Reflections on SEERNet’s Progress and a Vision for a New Generation of Education Research. SEERNet, Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/195.

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SEERNet is a network of Digital Learning Platforms, researchers, and practitioners with the vision to leverage DLPs as research infrastructure, enabling researchers to ask and answer important questions about learning in ways that are grounded in realistic, widespread use of learning technologies. A first wave of work established the foundation for the research community. The network looks now towards a second wave of work that clarifies research opportunities and builds capacity for the types of research that can be supported. A third wave seeks to expand the network’s efforts towards broader

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