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Articles de revues sur le sujet « Learning reflections »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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1

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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Gummesson, Christina, and Eva Nordmark. "Self-reflections in an online course – Reflecting learning strategies?" Advances in Physiotherapy 14, no. 2 (2012): 87–93. http://dx.doi.org/10.3109/14038196.2012.671848.

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Gynan, Shaw N., Leila Barbara, and Mike Scott. "Reflections on Language Learning." Modern Language Journal 80, no. 2 (1996): 232. http://dx.doi.org/10.2307/328640.

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Rome, Howard P. "Personal Reflections: Learning Disabilities." Psychiatric Annals 21, no. 12 (1991): 701–2. http://dx.doi.org/10.3928/0048-5713-19911201-04.

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Gal-Ezer, Judith. "Reflections on distance learning." ACM SIGCSE Bulletin 39, no. 4 (2007): 21–22. http://dx.doi.org/10.1145/1345375.1345393.

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Torgal, Vaishnavi, Prakash Hegade, and Ashok Shettar. "Reflections and Pattern Recognition in Problem Based Learning." Journal of Engineering Education Transformations 37, IS2 (2024): 719–25. http://dx.doi.org/10.16920/jeet/2024/v37is2/24112.

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Abstract—Problem based learning, being student-centered, has been widely used in education programs to enhance the learning process. Self-directed learning and critical thinking are major aspects of the pedagogy among several others. Reflections are generally used to capture the student's understanding during problem-solving. While problems can be designed and solved with supporting learning styles and strategies, computational thinking can aid in the process. Pattern recognition being one of the components of the model can assist in writing reflections. This work proposes to combine pattern r

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Tackett, Amber. "Pandemic Reflections: Cultivating Authentic Learning Through Reflection in Art Class." Art Education 74, no. 6 (2021): 33–36. http://dx.doi.org/10.1080/00043125.2021.1954472.

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Rukmini, Elisabeth, Pedy Artsanti, and Arya Susila Nugraha. "Reflection on the online learning of Pancasila and Citizenship in an international class program." Jurnal Civics: Media Kajian Kewarganegaraan 18, no. 2 (2021): 229–41. http://dx.doi.org/10.21831/jc.v18i2.39857.

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The main problem of the Pancasila and Citizenship courses is the substance problem which is cognitive domains, and the problem of learning approaches. This research results from active collaboration between universities online with the Pancasila Citizenship learning design for international class students of FTI UII. This research aims to explore the results of online learning Pancasila and Citizenship from student reflections. This goal is to be achieved by analyzing qualitative data on student reflections and analyzing the results of student evaluations of the five-step learning program "To

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de Kock, Jos, and Ronelle Sonnenberg. "Embodiment: Reflections on Religious Learning in Youth Ministry." Journal of Youth and Theology 11, no. 1-2 (2012): 7–22. http://dx.doi.org/10.1163/24055093-90000049.

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The concept of embodiment has increasingly been in the foreground of recent debates within youth ministry and religious learning. Human experience and learning are rooted in flesh-and-blood bodies, which means that the focus of youth ministry should not only be on cognitive processes but also on concrete experiences, acts and rituals. This article aims to clarify the meaning and relevance of embodiment for religious learning in youth ministry. For this purpose, the paper reviews two lines of reflection: first, reflections based on educational learning theory and religious pedagogical theory; s

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Tri Lestari, Dewi, Yeni Tri Wahyuni, Ade Eka Anggraini, and Radeni Sukma Indra Dewi. "Penerapan Metode Traffic Light Reflection Untuk Melatih Kemampuan Refleksi Diri dan Keterampilan Menulis Peserta Didik Sekolah Dasar." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 8, no. 2 (2024): 16–26. http://dx.doi.org/10.29407/jbsp.v8i2.22601.

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This research uses a qualitative descriptive method. Researchers want to know the phenomena that occur in research subjects holistically, namely by describing the conditions encountered in the application of the Traffic Light Reflection method to train the ability of self-reflection and writing skills of fourth grade students of SD Negeri 2 Kates, Kauman District, Tulungagung Regency. The results showed that the Traffic Light Reflection method can facilitate students to write reflections during learning and reflections on learning outcomes. The use of the traffic light colour analogy consistin

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Lin, Ting-Hua. "Revelations of service-learning project: Multiple perspectives of college students’ reflection." PLOS ONE 16, no. 9 (2021): e0257754. http://dx.doi.org/10.1371/journal.pone.0257754.

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This study explored the reflections of college students at different stages of their service provided to preschoolers and proposed recommendations on service-learning curricula according to the research findings. Thirty-six college juniors enrolled in an academic service-learning course were asked to complete a service-learning project, to undertake service activities in the form of eight storytelling sessions at preschools. This storytelling plan was 1.5-hour-long each, twice per month, for 16-weeks. Qualitative case study approach was employed in this study. Data consisted of documentation o

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Tsangaridou, Niki. "Classroom Teachers’ Reflections on Teaching Physical Education." Journal of Teaching in Physical Education 24, no. 1 (2005): 24–50. http://dx.doi.org/10.1123/jtpe.24.1.24.

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The aim of this study was to explore preservice classroom teacher reflection in a physical education teaching and learning environment and to describe how the teachers’ reflections related to their practices. Two preservice classroom teachers voluntarily participated in the study. Data were collected using observations, journals, documents, and interviews and were analyzed inductively (Patton, 1990). Four major themes emerged from the data: (a) the role of reflection, (b) reflection in action and reflection on action, (c) agency for changes in teaching, and (d) nature and focus of reflection.

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Colomer, Jordi, Laura Serra, Dolors Cañabate, and Teresa Serra. "Evaluating Knowledge and Assessment-Centered Reflective-Based Learning Approaches." Sustainability 10, no. 9 (2018): 3122. http://dx.doi.org/10.3390/su10093122.

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This paper addresses the development of knowledge and assessment-centered learning approaches within a reflective learning framework in a first-year physics class in a university faculty. The quality of students’ reflections was scored using a Self-reporting Reflective Learning Appraisal Questionnaire at the end of each learning approach. The results showed the differences between the approaches based on reflections on the learning control through self-knowledge, by connecting experience and knowledge, as well as through self-reflection and self-regulation. Assessment-centered activities funda

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Meilijson, Sara, and Irit Katzenberger. "Reflections on Reflections: Learning Processes in Speech and Language Pathology Students' Clinical Education." Perspectives on Administration and Supervision 19, no. 2 (2009): 62–71. http://dx.doi.org/10.1044/aas19.2.62.

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Abstract The investigators' goal was to study the early clinical education processes of students enrolled in a speech-language pathology program by analyzing content of their written reflections. In this study, the authors propose and apply a method of analyzing written reflections of the students during the first stages of their clinical education. Forty written reflections taken from the observation reports submitted by the students were compiled from the first and second year students of the Communication Disorders Department. A quantitative (number of words and clauses of the entire report

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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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McNaught, Carmel. "Reflections on Designing for Learning." International Journal of Online Pedagogy and Course Design 4, no. 1 (2014): 58–68. http://dx.doi.org/10.4018/ijopcd.2014010105.

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This paper is a narrative of key lessons learnt over a decade by the Director of Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong (CUHK). The paper is structured around ten published papers – one from each year for 2002 to 2011. The first section outlines the nature of CUHK and its policy for teaching and learning, and the structure of CLEAR. This section provides the landscape in which the research studies were situated. The ten key ideas are then stated, linked to the ten papers. The growth of evidence is a cumulative process and other institutions

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Doarn, Charles R. "Reflections: Learning from Our Past." Telemedicine and e-Health 28, no. 1 (2022): 1. http://dx.doi.org/10.1089/tmj.2021.29067.crd.

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Bunnell, Pille. "Reflections on learning as designing." Kybernetes 46, no. 9 (2017): 1486–98. http://dx.doi.org/10.1108/k-11-2016-0308.

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Purpose This study aims to explore, illuminate and hence evoke further reflections on the implications of creating and conserving distinctions that inherently act as simplifications and limit appropriate action. Design/methodology/approach The approach used was reflective regarding the chosen concept of designing and learning from the perspective of a constitutive epistemology. These were investigated as circularities and as distinctions in language. The variety of intended meanings and hence implicit entailments was examined from the perspective of implicit domains. Findings A tendency to foc

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Meshoulam, David, and Steve Lantos. "Reflections on Learning and Teaching." Journal of Education 192, no. 1 (2012): 1–4. http://dx.doi.org/10.1177/002205741219200102.

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Sharma, Umesh, and Margaret O’Connell. "Designing for learning: action reflections." Reflective Practice 8, no. 3 (2007): 433–46. http://dx.doi.org/10.1080/14623940701425253.

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Wiliam, Dylan. "Assessment and learning: some reflections." Assessment in Education: Principles, Policy & Practice 24, no. 3 (2017): 394–403. http://dx.doi.org/10.1080/0969594x.2017.1318108.

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Morley, David. "Teaching for learning — some reflections." Language Learning Journal 3, no. 1 (1991): 48. http://dx.doi.org/10.1080/09571739185200141.

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Ernest, Paul. "Reflections on theories of learning." ZDM 38, no. 1 (2006): 3–7. http://dx.doi.org/10.1007/bf02655901.

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Schoenfeld, Alan H. "Reflections on learning and cognition." ZDM 46, no. 3 (2014): 497–503. http://dx.doi.org/10.1007/s11858-014-0589-8.

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Harris, Sandra. "Critical reflections on doctoral learning." Mentoring & Tutoring: Partnership in Learning 15, no. 4 (2007): 331–32. http://dx.doi.org/10.1080/13611260701658811.

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Dorasamy, Nirmala. "Reflections on Work Integrated Learning." International Review of Qualitative Research 5, no. 1 (2012): 105–8. http://dx.doi.org/10.1525/irqr.2012.5.1.105.

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This article uses a nontraditional form to provide insight into the experiences of students and mentors during work integrated learning, through poetry pieces. Mentors play a pivotal role during the period of experiential learning, during which student exposure to the world of work has to be nurtured, thereby ensuring that the experience is mutually beneficial to both the student and the mentor. The author is one of the mentors for students engaged in work integrated learning for three months in their final year of study toward a national diploma in public management. Students and mentors refl

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Barzun, Jacques. "Reflections on teaching and learning." Academic Questions 4, no. 2 (1991): 30–40. http://dx.doi.org/10.1007/bf02683039.

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Guttormsen, Martin, and Jørn Weines. "Tiers of Engagement: Achieved Learning From Business Simulations Reflected in Economics Students’ Experiences." European Conference on Games Based Learning 18, no. 1 (2024): 320–28. http://dx.doi.org/10.34190/ecgbl.18.1.2693.

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This article investigates the impact of a business simulator in an online economics course, focusing on the relationship between student engagement and reflections on learning. Utilizing a mixed-methods approach, our study analyzes responses from 328 students who used the "Hubro Business Simulator" in a flexible online bachelor's program in economics and administration. Students provided reflections on the simulator as a learning activity, application of theoretical concepts and practical relevance. Qualitative analysis of 1640 responses further explored the depth of students' reflections, cat

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Lee-Wilkerson, Dorian, and Shelly S. Chabon. "Reflections on a Rubric Used to Facilitate Accurate and Informative Assessment." Perspectives on Administration and Supervision 18, no. 2 (2008): 58–66. http://dx.doi.org/10.1044/aas18.2.58.

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Abstract This article discusses the reasons for creating a rubric to facilitate and assess student learning and its application in a Communication Sciences and Disorders course. The rationale for using reflection as a method of‘ “informed assessment” is presented, the rubric is described, and a summary of the course and learning activities that provided the framework for the student reflections is provided. An example of how the rubric may be used to guide and structure reflections as a part of experiential learning and informed assessment is also provided.

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Cañabate, Dolors, Teresa Serra, Remigijus Bubnys, and Jordi Colomer. "Pre-Service Teachers’ Reflections on Cooperative Learning: Instructional Approaches and Identity Construction." Sustainability 11, no. 21 (2019): 5970. http://dx.doi.org/10.3390/su11215970.

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This paper focusses on university pre-service teachers developing cooperative physical challenges within reflective and cooperative learning frameworks. The pre-service teachers were involved in reflection-in-action and reflection-on-action and contemplated their professional identity in both reflective narratives and focus group discussions. The students’ reflections were scored using two rubrics. The first elements scored from the pre-service teacher’s reflective narratives included the focus of the reflection, awareness of previous beliefs, knowledge, and experiences, inquiring and focusing

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Grabauskienė, Vaiva, and Oksana Mockaitytė-Rastenienė. "Signs of Critical Reflection in Mathematical Experiential Learning Contexts." Pedagogika 127, no. 3 (2017): 54–69. http://dx.doi.org/10.15823/p.2017.39.

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In this article, we analyzed reflections of undergraduate students of Primary school education and also the reflections of gifted primary school children. The reflections were collected in those two subsamples separately, while learning Math in experiential way. For the suitability to observe critical reorganization of mathematical images, the scaling as a subject was chosen. The process of learning in adults has a feature to encompass the critical reflection approach for the problem solving. The aim of our study was to shed light on differences and similarities between adults and gifted

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Jones, Colin. "Enterprise Education: Learning through Personal Experience." Industry and Higher Education 23, no. 3 (2009): 175–82. http://dx.doi.org/10.5367/000000009788640297.

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This paper outlines the development of a reflective process through which student feelings are brought to the surface to advance their learning outcomes. A key notion in relation to the capacity of student development is the ability of students to alter their collective habits of thought and in turn the nature of the learning environment. The paper examines student reflection in the context of students' heightened awareness of self and their potential influence on their environment. The notion of ‘surfacing feelings’ is used to describe the outcome of individual and group reflection through wh

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Pryla, Rochmahwati, Yuliasri Issy, Sukarno Sukarno, and Pratama Hendi. "Shared voices from the classroom: Reflections on hybrid project-based learning in an academic writing course." Journal of Education and Learning (EduLearn) 18, no. 2 (2024): 305–12. https://doi.org/10.11591/edulearn.v18i2.21150.

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Hybrid project-based learning effectively develops academic writing skills in preparation for a gradual return to face-to-face instruction after a two-year pandemic triggered by Coronavirus Disease 2019 (COVID-19). Since this hybrid project-based learning initiative is a pioneering effort, it is essential to reflect on the program's successes and identify areas for improvement. This case study aims to explore the lecturers' and students' reflections on using hybrid project-based learning in academic writing courses. In-depth interviews and end-of-semester reflection were utilized to obtain dat

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Ancheta, Ruel, Deny Daniel, Cherubim Gilbang, Afrah Al Shammakhi, Samya Al- Shidi, and Meenakshi Vytiyanathan. "Teachers' Reflections on Utilizing Slido to Enhance Learner Engagement." World Journal of English Language 15, no. 5 (2025): 242. https://doi.org/10.5430/wjel.v15n5p242.

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This paper was conducted to determine the reflections of teachers of English as a Foreign Language (EFL) in the application of Slido to enhance learners’ engagement at EFL classrooms. It utilized a qualitative phenomenological research design in exploring and describing the practical experiences of the participants in using Slido through critical evaluative reflection and personal views. Participants in this study were EFL teachers teaching in one of the higher education institutions in Oman with more than 15 years of teaching experience. Guided by the CARL model of reflection, the participant

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Jones, Natasha N. "Modified Immersive Situated Service Learning." Business and Professional Communication Quarterly 80, no. 1 (2017): 6–28. http://dx.doi.org/10.1177/2329490616680360.

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Distinctions between traditional service learning and critical service learning with a social justice focus are important when structuring professional writing courses and defining course outcomes. This article presents a hybrid pedagogical approach for designing a critical service-learning course that integrates a social justice curriculum while focusing specifically on reflection, context, and positionality. Detailing the course design and sharing reflections from students and the instructor, the author argues that the modified immersive situated service-learning approach provides profession

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Gerdes, Michele. "Teaching-Learning Strategy for Promoting Student Success: Asynchronous Post-Exam Reflections." Nursing Science Quarterly 31, no. 4 (2018): 335–39. http://dx.doi.org/10.1177/0894318418792876.

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Students who actively engage in reflection and receive guidance from faculty may assume accountability for learning and adjust study habits based on academic performance. The literature supports a need for nurse educators to develop theory-based strategies to integrate reflection and meaningful feedback in large didactic courses. The author in this paper describes the use of King’s goal attainment theory and debriefing best practice guidelines to develop an asynchronous post-exam reflection teaching-learning strategy to promote student success in an undergraduate nursing pathophysiology course

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Mahboobin, Arash, and Renee M. Clark. "How to Architecture Open-ended Problem-solvers? Student Reflections on Scaffolding Experiences in an Open-ended Problem-solving Bioengineering Course Sequence." Journal of Curriculum and Teaching 9, no. 1 (2020): 30. http://dx.doi.org/10.5430/jct.v9n1p30.

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Through reflection, learning experiences that students most-frequently valued during open-ended, scaffolded problem solving in a bioengineering two-course sequence were identified in this study. Reflective knowledge of this type can inform instructors in orchestrating experiences to scaffold problem solving of this kind and were useful in directly demonstrating students’ development in problem solving. Reflection is necessary for learning and is an important aspect of scaffolding. The literature has made recent calls for the additional use and study of reflection and scaffolding within STEM. T

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Fonseca, Marcia Irene da. "REFLECTIONS ON ASSESSMENT." Linguagem em (Dis)curso 2, no. 1 (2001): 43–44. http://dx.doi.org/10.1590/1982-4017-02-01-10.

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Abstract This essay is to raise some reflections on assessment, its types; who, how, what, where, when and why evaluate. It is not a ready idea but a starting point to serve as a guideline to construct a good teaching-learning interaction. Here, the aim is to promote a (re-) thinking of everything we have been learning about assessment and start organizing information in benefit of our students.

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Rickards, William H., Mary E. Diez, Linda Ehley, et al. "Learning, Reflection, and Electronic Portfolios: Stepping Toward an Assessment Practice." Journal of General Education 57, no. 1 (2008): 31–50. http://dx.doi.org/10.2307/27798089.

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Abstract Electronic portfolios have developed as a medium for learning that makes use of the learners' own reflections on connections among portfolio artifacts. This study used a portfolio-based, mid-program reflection of undergraduate students to elaborate a framework for reflective learning and raise questions about related assessment practices.

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Fields, Alison, and Simon Paul Atkinson. "Reflections and two farewells." Journal of Open, Flexible and Distance Learning 28, no. 2 (2025): 1–5. https://doi.org/10.61468/jofdl.v28i2.725.

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Joint Editor Alison Fields bids farewell after over a decade in the Editorial Team. This issue shares five articles related to online and virtual education. They explore facets of learning experience, highlighting benefits and challenges, and influencing factors for both students and teachers across educational levels and geographic locations, including New Zealand, Brazil, and South Africa. Key conclusions include that, in New Zealand primary schools, blended learning was considered more important than fully online approaches. For adult disabled learners in open distance and flexible learning

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Kayan Fadlelmula, Fatma, and Saba Mansoor Qadhi. "Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning." Education Sciences 14, no. 9 (2024): 987. http://dx.doi.org/10.3390/educsci14090987.

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Service-learning is a community-based learning approach that bridges academic knowledge with practical application through purposeful exploration, action, and reflection. In addition to enhancing academic learning in various disciplines, service-learning cultivates students’ self-awareness, personal values, and social responsibility, preparing them with essential skills for life beyond the classroom. However, due to its experiential nature, service-learning presents challenges for effective assessment. This study provides a concrete example of student reflections structured by the Objective, R

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