Improvements in Anatomy Knowledge When Utilizing a Novel Cyclical "Observe-Reflect-Draw-Edit-Repeat" Learning Process

ERIC Educational Resources Information Center

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S.; Keenan, Iain D.

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. "Observe-Reflect-Draw-Edit-Repeat" (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on…

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection.

PubMed

Schmidt, Nola A; Brown, Janet M

2016-01-01

Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding "the what" and "the how" of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Copyright © 2016. Published by Elsevier Inc.

Reflection, A Meta-Model for Learning, and a Proposal To Improve the Quality of University Teaching = Reflexion, el meta-modelo del aprendizaje, y la propuesta del mejoramiento de la calidad de la docencia.

ERIC Educational Resources Information Center

Montgomery, Joel R.

This paper, in both English and Spanish, offers a meta-model of the learning process which focuses on the importance of the reflective learning process in enhancing the quality of learning in higher education. This form of innovative learning is offered as a means of helping learners to realize the relevance of what they are learning to their life…

The Process of Teaching and Learning about Reflection: Research Insights from Professional Nurse Education

ERIC Educational Resources Information Center

Bulman, Chris; Lathlean, Judith; Gobbi, Mary

2014-01-01

The study aimed to investigate the process of reflection in professional nurse education and the part it played in a teaching and learning context. The research focused on the social construction of reflection within a post-registration, palliative care programme, accessed by nurses, in the United Kingdom (UK). Through an interpretive ethnographic…

Learning effects of thematic peer-review: a qualitative analysis of reflective journals on spiritual care.

PubMed

van Leeuwen, René; Tiesinga, Lucas J; Jochemsen, Henk; Post, Doeke

2009-05-01

This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiale advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students' competence in providing spiritual care. It also discusses the factors that might influence the learning process. The method of peer-review is a form of reflective learning based on the theory of experiential learning (Kolb, 1984. Experiential learning, Experience as the source of learning development. Englewoods Cliffs, New Jersey, Prentice Hill). It was part of an educational programme on spiritual care in nursing for third-year undergraduate nursing students from two nursing schools in the Netherlands. Reflective journals (n=203) kept by students throughout the peer-review process were analysed qualitatively The analysis shows that students reflect on spirituality in the context of personal experiences in nursing practice. In addition, they discuss the nursing process and organizational aspects of spiritual care. The results show that the first two phases in the experiential learning cycle appear prominently; these are 'inclusion of actual experience' and 'reflecting on this experience'. The phases of 'abstraction of experience' and 'experimenting with new behaviour' are less evident. We will discuss possible explanations for these findings according to factors related to education, the students and the tutors and make recommendations for follow-up research.

Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

ERIC Educational Resources Information Center

Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

2017-01-01

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…

Fostering Reflective Learning in Confucian Heritage Culture Environments

ERIC Educational Resources Information Center

De Vita, Glauco; Bernard, Mohan J.

2011-01-01

This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence…

Using Reflective Practice to Support Management Student Learning: Three Brief Assignments

ERIC Educational Resources Information Center

Reilly, Anne H.

2018-01-01

Reflective practice supports critical thinking and assessment skills through analyzing one's own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough…

The Use of a Reflective Learning Journal in an Introductory Statistics Course

ERIC Educational Resources Information Center

Denton, Ashley Waggoner

2018-01-01

Reflective learning entails a thoughtful learning process through which one not only learns a particular piece of knowledge or skill, but better understands "how" one learned it--knowledge that can then be transferred well beyond the scope of the specific learning experience. This type of thinking empowers learners by making them more…

The Clinical Learning Spiral: A Model to Develop Reflective Practitioners.

ERIC Educational Resources Information Center

Stockhausen, Lynette

1994-01-01

The Clinical Learning Spiral incorporates reflective processes into undergraduate nursing education. It entails successive cycles of four phases: preparative (briefing, planning), constructive (practice development), reflective (debriefing), and reconstructive (planning for change and commitment to action). (SK)

The Effect of Teaching with Stories on Associate Degree Nursing Students' Approach to Learning and Reflective Practice

ERIC Educational Resources Information Center

Bradshaw, Vicki

2012-01-01

This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading…

Developing the Scholarship of Teaching through Transformative Learning

ERIC Educational Resources Information Center

Kreber, Carolin

2006-01-01

Following a cognitive-developmental perspective, the Scholarship of Teaching & Learning is understood as a process of knowledge construction whereby knowledge claims are validated through reflection on teaching experience and educational theory. These reflective processes can be documented and peer reviewed. Teaching portfolios allow for the…

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

NASA Astrophysics Data System (ADS)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-02-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

Learning from Somaliland? Transferability of learning from volunteering to national health service practice in the UK.

PubMed

Tillson, Esther; van Wees, Sibylle Herzig; McGowan, Charlotte; Franklin, Hannah; Jones, Helena; Bogue, Patrick; Aliabadi, Shirin; Baraitser, Paula

2016-03-22

Capacity building partnerships between healthcare institutions have the potential to benefit both partners particularly in staff development. Previous research suggests that volunteering can contribute to professional development but there is little evidence on how learning is acquired, the barriers and facilitators to learning in this context or the process of translation of learning to the home environment. Volunteers from a healthcare partnership between the UK and Somaliland reported learning in communication, interdisciplinary working, teaching, management, leadership and service development. This learning came from observing familiar practices in unfamiliar environments; alternative solutions to familiar problems; learning about Somali culture; opportunities to assume higher levels of responsibility and new professional relationships. There was variability in the extent of translation to NHS practice. Time and support available for reflection and mentoring were important facilitators of this process. The professional development outcomes documented in this study came directly from the experience of volunteering. Experiential learning theory suggests that this requires a complex process of critical reflection and new knowledge generation, testing and translation for use in new contexts. This process benefits from identification of learning as an important element of volunteering and support for reflection and the translation translation of learning to UK contexts. We suggest that missed opportunities for volunteer learning will remain until the volunteering process is overtly framed as part of continuing professional development.

Creating a culture of patient-focused care through a learner-centered philosophy.

PubMed

Linscott, J; Spee, R; Flint, F; Fisher, A

1999-01-01

This paper will discuss the teaching-learning process used in the Patient-Focused Care Course at a major teaching hospital in Canada that is transforming nursing practice from a provider driven to a patient-focused approach. The experiential and reflective nature of the course offers opportunities for nurses to link theory with practice, to think critically and reflectively about their own values and beliefs and to translate that meaning into practice. The learning process reflects principles of adult learning based on Knowles andragogical model which differs from the traditional pedagogical model of teaching. The essence of andragogy is a constant unfolding process of discovery based on dialogue. Utilization of adult learning principles that support critical thinking and foster transformational change present an alternative to traditional ways of teaching and learning the art and science of nursing practice.

The Computer as a Tool for Learning through Reflection. Technical Report No. 376.

ERIC Educational Resources Information Center

Collins, Allan; Brown, John Seely

Because of its ability to record and represent process, the computer can provide a powerful, motivating, and as yet untapped tool for focusing the students' attention directly on their own thought processes and learning through reflection. Properly abstracted and structured, the computational medium can capture the processes by which a novice or…

Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

ERIC Educational Resources Information Center

Thomas, Gregory P.

2013-01-01

Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a "surface" approach to learning that focuses on mathematical aspects of…

Critical Reflection as a Framework for Transformative Learning in Teacher Education

ERIC Educational Resources Information Center

Liu, Katrina

2015-01-01

This paper presents a framework for critical reflection that teacher educators can employ to analyze prospective teachers' reflection and support their transformative learning. The author argues that teacher educators should not only pay attention to the cognitive processes of prospective teachers (how they reflect), but also the content of their…

The Effect of Peer Feedback for Blogging on College Students' Reflective Learning Processes

ERIC Educational Resources Information Center

Xie, Ying; Ke, Fengfeng; Sharma, Priya

2008-01-01

Reflection is an important prerequisite to making meaning of new information, and to advance from surface to deep learning. Strategies such as journal writing and peer feedback have been found to promote reflection as well as deep thinking and learning. This study used an empirical design to investigate the interaction effects of peer feedback and…

Enhancing Inquiry, Evidence-Based Reflection, and Integrative Learning with the Lifelong ePortfolio Process: The Implementation of Integrative ePortfolios at Stony Brook University

ERIC Educational Resources Information Center

Wozniak, Nancy McCoy

2013-01-01

Reflection plays a critical role in moving learning to the next level of inquiry. Stony Brook University has adopted an approach to using ePortfolios within the curriculum that emphasizes reflection. Stony Brook University successfully piloted ePortfolios in the Fall 2010 Semester and discovered their use facilitated the inquiry process for the…

Making practice transparent through e-portfolio.

PubMed

Stewart, Sarah M

2013-12-01

Midwives are required to maintain a professional portfolio as part of their statutory requirements. Some midwives are using open social networking tools and processes to develop an e-portfolio. However, confidentiality of patient and client data and professional reputation have to be taken into consideration when using online public spaces for reflection. There is little evidence about how midwives use social networking tools for ongoing learning. It is uncertain how reflecting in an e-portfolio with an audience impacts on learning outcomes. This paper investigates ways in which reflective midwifery practice be carried out using e-portfolio in open, social networking platforms using collaborative processes. Using an auto-ethnographic approach I explored my e-portfolio and selected posts that had attracted six or more comments. I used thematic analysis to identify themes within the textual conversations in the posts and responses posted by readers. The analysis identified that my collaborative e-portfolio had four themes: to provide commentary and discuss issues; to reflect and process learning; to seek advice, brainstorm and process ideas for practice, projects and research, and provide evidence of professional development. E-portfolio using open social networking tools and processes is a viable option for midwives because it facilitates collaborative reflection and shared learning. However, my experience shows that concerns about what people think, and client confidentiality does impact on the nature of open reflection and learning outcomes. I conclude this paper with a framework for managing midwifery statutory obligations using online public spaces and social networking tools. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

ERIC Educational Resources Information Center

Smith, Shaunna

2016-01-01

This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…

Self-reflection and academic performance: is there a relationship?

PubMed

Lew, Magdeleine D N; Schmidt, Henk G

2011-10-01

The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.

Team Learning: Collective Reflection Processes in Teacher Teams

ERIC Educational Resources Information Center

Ohlsson, Jon

2013-01-01

Purpose: The purpose of this paper is to contribute to further studies of theoretical and conceptual understanding of teachers' team learning processes, with a main focus on team work, team atmosphere, and collective reflections. Design/methodology/approach: The empirical study was designed as a multi-case study in a research and development…

Technology Integration and Innovation during Reflective Teaching

ERIC Educational Resources Information Center

Baporikar, Neeta

2016-01-01

With emerging innovations, the use of technology tools to make learning process effective is foreseeable. Hence, appropriate incorporation of technology can make a valuable contribution to the learning and undoubtedly reflection is core to learning. With today's twenty-first century learners, it is important that educators advocate integrating…

See, reflect, learn more: qualitative analysis of breaking bad news reflective narratives.

PubMed

Karnieli-Miller, Orit; Palombo, Michal; Meitar, Dafna

2018-05-01

Breaking bad news (BBN) is a challenge that requires multiple professional competencies. BBN teaching often includes didactic and group role-playing sessions. Both are useful and important, but exclude another critical component of students' learning: day-to-day role-model observation in the clinics. Given the importance of observation and the potential benefit of reflective writing in teaching, we have incorporated reflective writing into our BBN course. The aim of this study was to enhance our understanding of the learning potential in reflective writing about BBN encounters and the ability to identify components that inhibit this learning. This was a systematic qualitative immersion/crystallization analysis of 166 randomly selected BBN narratives written by 83 senior medical students. We analysed the narratives in an iterative consensus-building process to identify the issues discussed, the lessons learned and the enhanced understanding of BBN. Having previously been unaware of, not invited to or having avoided BBN encounters, the mandatory assignment led students to search for or ask their mentors to join them in BBN encounters. Observation and reflective writing enhanced students' awareness that 'bad news' is relative and subjective, while shedding light on patients', families', physicians' and their own experiences and needs, revealing the importance of the different components of the BBN protocol. We identified diversity among the narratives and the extent of students' learning. Narrative writing provided students with an opportunity for a deliberative learning process. This led to deeper understanding of BBN encounters, of how to apply the newly taught protocol, or of the need for it. This process connected the formal and informal or hidden curricula. To maximise learning through reflective writing, students should be encouraged to write in detail about a recent observed encounter, analyse it according to the protocol, address different participants' behaviours and emotions, and identify dilemmas and clear lessons learned. © 2018 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Teacher Learning: Reflective Practice as a Site of Engagement for Professional Identity Construction

ERIC Educational Resources Information Center

Hung, Hsiu-ting

2008-01-01

This paper reports a qualitative study in response to the growing research interest in teacher learning. Informed by a sociocultural perspective, teacher learning is considered as a process of identity construction in the paper. This paper taps into the development of teacher identity embedded in teacher learning and views reflection as a social…

A PLG (Professional Learning Group): How to Stimulate Learners' Engagement in Problem-Solving

ERIC Educational Resources Information Center

Sheety, Alia; Rundell, Frida

2012-01-01

This paper aims to describe, discuss and reflect the use of PLGs (professional learning groups) in higher education as a practice for enhancing student learning and team building. It will use theories supporting group-learning processes, explore optimal social contexts that enhance team collaboration, and reflect on the practice of PLG. The…

Engaged Pedagogy: A Study of the Use of Reflective Journals in Accounting Education

ERIC Educational Resources Information Center

Bisman, Jayne

2011-01-01

This paper provides a report on a study of innovation in postgraduate education in which a reflective learning journal was used for formal assessment purposes in a management accounting course. Prompted by the discourse on the shortcomings of accounting education in terms of learning processes, learning experiences and learning outcomes, the…

Reflection Fosters Deep Learning: The 'Reflection Page & Relevant to You' Intervention

ERIC Educational Resources Information Center

Young, Mark R.

2018-01-01

Cognitive science indicates that the millennial generation's behavior of instant messaging and multitasking may provide inadequate cognitive capabilities for thoughtful processing of experiences that lead to deep learning. This study describes a teaching innovation that explicitly stimulates reflection and critical self-assessment, along with…

Reflective Learning: Theory and Practice.

ERIC Educational Resources Information Center

Sugerman, Deborah A.; Doherty, Kathryn L.; Garvey, Daniel E.; Gass, Michael A.

An outdoor education leader's job is quite complex--the planning, logistics, preparation, teaching, watching, being aware of safety can be overwhelming. Pulling it all together so that participants can express what they learned from the experience is sometimes overlooked. The reflective process is integral to the success of learning, yet it takes…

From "Borrowing" to "Learning" in International Comparative Study: A Critical Reflection

ERIC Educational Resources Information Center

de Wet, Corene; Wolhuter, Charl

2007-01-01

The state of public education debate, which to a great extent only reflects policies and practices ab road, is examined. The process of learning from others should replace the process of borrowing (of usually inappropriate policies/practices) from others. Two examples of the issues involved in the debate on public education, namely, Outcomes-Based…

Students' Self-Reflections on Their Personality Scores Applied to the Processes of Learning and Achievement

ERIC Educational Resources Information Center

Mcilroy, David; Todd, Valerie; Palmer-Conn, Sue; Poole, Karen

2016-01-01

Research on personality in the educational context has primarily focused on quantitative approaches, so this study used a mixed methods approach to capture the boarder aspects of students' learning processes. Goals were to ensure that student responses were reliable and normal (quantitative data), and to examine qualitative reflections on…

Lessons from medical students' perceptions of learning reflective skills: a multi-institutional study.

PubMed

Vivekananda-Schmidt, Pirashanthie; Marshall, Michelle; Stark, Patsy; McKendree, Jean; Sandars, John; Smithson, Sarah

2011-01-01

A core competency during undergraduate medical training is the development of reflective learning. The current literature is limited to demonstrating how reflective learning has been implemented or the approaches to its development. There is a lack of insight into students' perceptions of reflection and the factors that support development of reflective practice. Bridging this gap may provide insight into how reflective learning within the curriculum can be better developed to increase engagement from learners. Eight focus group interviews with second year students from four UK medical schools were held. Results were thematically analysed. Students have a high level of understanding of the purpose of reflection in practice but they perceive that there is a tension between public and private reflections. Assessment of the reflective process was perceived to be useful for developing reflective skills but grading of their reflective writing was not considered to be useful. Staff who champion the development of reflective skills and mentor students were perceived to play key roles in aiding the development of reflective skills. Appropriate experiences were seen to be a key part of developing reflective skills. These findings highlight potential ways to revise and improve engagement with the reflective learning components of undergraduate courses.

Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Hamalainen, Raija

2012-01-01

Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…

Critical Reflection as a Learning Tool for Nurse Supervisors: A Hermeneutic Phenomenological Study

ERIC Educational Resources Information Center

Urbas-Llewellyn, Agnes

2013-01-01

Critical reflection as a learning tool for nursing supervisors is a complex and multifaceted process not completely understood by healthcare leadership, specifically nurse supervisors. Despite a multitude of research studies on critical reflection, there remains a gap in the literature regarding the perceptions of the individual, the support…

Enabling Pupils with Learning Difficulties to Reflect on Their Own Thinking.

ERIC Educational Resources Information Center

Powell, Stuart D.; Makin, Michael

1994-01-01

Reports on a study of the impact of metacognition among 10 middle school-aged British students with learning difficulties. Finds that student awareness and subsequent control over thought processes were enhanced through self-reporting and self-appraisal. Examines this kind of reflection on enhanced learning capabilities and self-esteem. (CFR)

Education through Movies: Improving Teaching Skills and Fostering Reflection among Students and Teachers

ERIC Educational Resources Information Center

Blasco, Pablo Gonzalez; Moreto, Graziela; Blasco, Mariluz González; Levites, Marcelo Rozenfeld; Janaudis, Marco Aurelio

2015-01-01

Learning through aesthetics--in which cinema is included--stimulates learner reflection. As emotions play key roles in learning attitudes and changing behavior, teachers must impact learners affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Cinema is the audiovisual…

Reflection Promotes Transformation in a Service Learning Course

ERIC Educational Resources Information Center

Stover, Caitlin M.

2016-01-01

The purpose of this paper is to outline the delivery of a Master's level, Community/Public Health Nursing service learning course that spanned a two semester academic year. The instructor of record created a reflection binder with selected assignments to facilitate the transformative learning process that occurred during the course. Analyses of…

Storytelling: a teaching-learning technique.

PubMed

Geanellos, R

1996-03-01

Nurses' stories, arising from the practice world, reconstruct the essence of experience as lived and provide vehicles for learning about nursing. The learning process is forwarded by combining storytelling and reflection. Reflection represents an active, purposive, contemplative and deliberative approach to learning through which learners create meaning from the learning experience. The combination of storytelling and reflection allows the creation of links between the materials at hand and prior and future learning. As a teaching-learning technique storytelling engages learners; organizes information; allows exploration of shared lived experiences without the demands, responsibilities and consequences of practice; facilitates remembering; enhances discussion, problem posing and problem solving; and aids understanding of what it is to nurse and to be a nurse.

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.

2015-01-01

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…

Reflect and learn together - when two supervisors interact in the learning support process of nurse education.

PubMed

Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

2012-03-01

To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'. The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers. © 2012 Blackwell Publishing Ltd.

Using Reflective Learning to Improve the Impact of Continuing Education in the Context of Work Rehabilitation

ERIC Educational Resources Information Center

Vachon, Brigitte; Durand, Marie-Jose; LeBlanc, Jeannette

2010-01-01

Reflective learning has been described as a promising approach for ameliorating the impact of continuing education (CE) programs. However, there are still very few studies that have investigated how occupational therapists use reflection to improve the integration of CE program content in their decision-making processes. The study objectives were…

Fairness and Using Reflective Journals in Assessment

ERIC Educational Resources Information Center

Clarkeburn, Henriikka; Kettula, Kirsi

2012-01-01

This study looks at the fairness of assessing learning journals both as the fairness in creating a valid and robust marking process as well as how different student groups may have unfair disadvantages in performing well in reflective assessment tasks. The fairness of a marking process is discussed through reflecting on the practical process and…

Junior doctors' guide to portfolio learning and building.

PubMed

Kitchen, Mark

2012-10-01

A portfolio is a collection of evidence supporting an individual's achievement of competencies and learning outcomes. The material included in the portfolio must be reflected upon, as reflection provides the evidence that learning has taken place. Portfolio learning is important for two principal reasons: assessment of the trainee, and for lifelong learning and reflection. The ability of a portfolio to be used for both summative and formative assessment makes it a flexible and robust assessment method. A portfolio also demonstrates reflection and lifelong learning abilities. Reflective learning is key to postgraduate medical education: it is part of both the Foundation Programme curriculum and General Medical Council guidance on best practice. To ensure correct learning outcomes are identified and evidenced, the curriculum programme must be referred to and an educational supervisor should be consulted. Once identified, it is necessary to: identify how these outcomes can be met (learning needs); decide what needs to be done to meet these needs; reflect on what has been done; and evidence what has been done in the portfolio. Evidence could include written feedback, certificates of course completion, online learning modules, etc. A learning portfolio is a necessary tool for every postgraduate medical trainee. The portfolio serves to record and evidence all learning that has taken place, and thereon acts as a guide for future learning needs. The key process to portfolio building and learning is the provision of evidence by reflecting upon the learning that has taken place. © Blackwell Publishing Ltd 2012.

Transformative Learning: A Case for Using Grounded Theory as an Assessment Analytic

ERIC Educational Resources Information Center

Patterson, Barbara A. B.; Munoz, Leslie; Abrams, Leah; Bass, Caroline

2015-01-01

Transformative Learning Theory and pedagogies leverage disruptive experiences as catalysts for learning and teaching. By facilitating processes of critical analysis and reflection that challenge assumptions, transformative learning reframes what counts as knowledge and the sources and processes for gaining and producing it. Students develop a…

Implementing reflection: insights from pre-registration mental health students.

PubMed

Donovan, Moira O

2007-08-01

Reflection and reflective practice continues to be contentious issues in nursing. The focus of this article is the use of reflection by pre-registration mental health students. The broad aim of this preliminary study was to discover student mental health nurses' perceptions of reflection as a learning strategy during clinical placement. Using a constructivist grounded theory methodology [Charmaz, K., 2000. Grounded theory: Objectivist and Constructivist Methods. In: Denzin, N., Lincoln, Y. (Eds.), Handbook of Qualitative Research, second ed. Sage, Thousand Oaks, California], five students were interviewed individually in their clinical placements. Data analysis revealed three major categories: understanding the process of reflection, using reflection in clinical practice, and needing support and guidance. Findings indicated that students were primarily using reflection-on-action, but to varying extents. Overall, students felt that reflection facilitated their learning. Factors were discovered that both helped and hindered students' use of reflection. These included level of preparation to reflect, a limited culture of reflection and the level of support from preceptors, clinical staff, clinical placement co-ordinators, and lecturers. In conclusion, it appears that a collaborative approach between students, Health Service Providers and institutes of nursing is vital for the successful development and implementation of reflective learning strategies in clinical placement. Suggestions are made as to how a collaborative approach may be developed to enhance this process.

Permaculture in higher education: Teaching sustainability through action learning

NASA Astrophysics Data System (ADS)

Battisti, Bryce Thomas

This is a case study of the use of Action Learning (AL) theory to teach and confer degrees in Permaculture and other forms of sustainability at the newly formed Gaia University International (GUI). In Chapter Two I argue that GUI, as an institution of higher learning, is organized to provide support for learning. The goal of the university structure is to provide students, called Associates, with a vehicle for accumulation of credit towards a bachelor's degree. This organizational structure is necessary, but insufficient for AL because Associates need more than an organization to provide and coordinate their degree programs. In other words, just because the network of university structures are organized in ways that make AL possible and convenient, it does not necessarily follow that Action Learning will occur for any individual Associate. The support structures within GUI's degrees are discussed in Chapter Three. To a greater or lesser degree GUI provides support for personal learning among Associates as advisors and advisees with the goal of helping Associates complete and document the outcomes of world-change projects. The support structures are necessary, but not sufficient for AL because the personal learning process occurring for each Associate requires transformative reflection. Additionally, because Associates' attrition rate is very high, many Associates do not remain enrolled in GUI long enough to benefit from the support structures. At the simplest organizational level I discuss the reflection process conducted in the patterned interactions of assigned learning groups called Guilds (Chapter Four). These groups of Associates work to provide each other with the best possible environment for personal learning through reflection. As its Associates experience transformative reflection, GUI is able to help elevate the quality of world-change efforts in the Permaculture community. Provided the organizational and support structures are in place, this reflection process is both necessary and sufficient for AL. By this I mean that if transformative reflection is occurring in Guild meetings, and is supported by a system of advisors, reviewers and support people within a university organized to give credit for Action Learning, then Action Learning will occur for individual Associates.

Mind the Gap: An Exploratory Investigation of a Family Learning Initiative to Develop Metacognitive Awareness

ERIC Educational Resources Information Center

Wall, Kate; Burns, Helen; Llewellyn, Anna

2017-01-01

Mind the Gap is a family learning project aiming to facilitate intergenerational engagement with learning in schools through the vehicle of a stop-motion animation project. Implicit in the animation process is reflective and strategic thinking that helps to make the process of learning explicit (Learning to Learn: Wall et al.). The animation…

Mathematizing Process of Junior High School Students to Improve Mathematics Literacy Refers PISA on RCP Learning

NASA Astrophysics Data System (ADS)

Wardono; Mariani, S.; Hendikawati, P.; Ikayani

2017-04-01

Mathematizing process (MP) is the process of modeling a phenomenon mathematically or establish the concept of a phenomenon. There are two mathematizing that is Mathematizing Horizontal (MH) and Mathematizing Vertical (MV). MH as events changes contextual problems into mathematical problems, while MV is the process of formulation of the problem into a variety of settlement mathematics by using some appropriate rules. Mathematics Literacy (ML) is the ability to formulate, implement and interpret mathematics in various contexts, including the capacity to perform reasoning mathematically and using the concepts, procedures, and facts to describe, explain or predict phenomena incident. If junior high school students are conditioned continuously to conduct mathematizing activities on RCP (RME-Card Problem) learning, it will be able to improve ML that refers PISA. The purpose of this research is to know the capability of the MP grade VIII on ML content shape and space with the matter of the cube and beams with RCP learning better than the scientific learning, upgrade MP grade VIII in the issue of the cube and beams with RCP learning better than the scientific learning in terms of cognitive styles reflective and impulsive the MP grade VIII with the approach of the RCP learning in terms of cognitive styles reflective and impulsive This research is the mixed methods model concurrent embedded. The population in this study, i.e., class VIII SMPN 1 Batang with sample two class. Data were taken with the observation, interviews, and tests and analyzed with a different test average of one party the right qualitative and descriptive. The results of this study demonstrate the capability of the MP student with RCP learning better than the scientific learning, upgrade MP with RCP learning better compare with scientific learning in term cognitive style of reflective and impulsive. The subject of the reflective group top, middle, and bottom can meet all the process of MH indicators are then the subject of the reflective upper and intermediate group can meet all the MV indicators but to lower groups can only fulfill some MV indicators. The subject is impulsive upper and middle group can meet all the MH indicators but to lower groups can only meet some MH indicator, then the subject is impulsive group can meet all the MV indicators but for middle and the bottom group can only fulfill some MV indicators.

Construction of a Learning Environment Supporting Learners' Reflection: A Case of Information Seeking on the Web

ERIC Educational Resources Information Center

Saito, Hitomi; Miwa, Kazuhisa

2007-01-01

In this study, we design a learning environment that supports reflective activities for information seeking on the Web and evaluate its educational effects. The features of this design are: (1) to visualize the learners' search processes as described, based on a cognitive schema, (2) to support two types of reflective activities, such as…

The Role of Reflection on Clients' Change in the Coaching Process

ERIC Educational Resources Information Center

Kristal, Zuno

2010-01-01

This study explored the role of reflection in the personal life-coaching process and the ways it affects clients' change, as perceived by both coach and client. Underlying this study is that coaching is currently recognized as a learning process, yet how reflection is understood or used is currently unspecified. Insights gained from the adult…

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn B

2011-09-23

Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness. Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals.

An appraisal of students' awareness of "self-reflection" in a first-year pathology course of undergraduate medical/dental education

PubMed Central

2011-01-01

Background Self-reflection and reflective practice are increasingly considered as essential attributes of competent professionals functioning in complex and ever-changing healthcare systems of the 21st century. The aim of this study was to determine the extent of students' awareness and understanding of the reflective process and the meaning of 'self-reflection' within the contextual framework of their learning environment in the first-year of their medical/dental education. We endorse that the introduction of such explicit educational tasks at this early stage enhances and promotes students' awareness, understanding, and proficiency of this skill in their continuing life-long health professional learning. Methods Over two years, students registered in first-year pathology at the University of Saskatchewan were introduced to a self-reflection assignment which comprised in the submission of a one-page reflective document to a template of reflective questions provided in the given context of their learning environment. This was a mandatory but ungraded component at the midterm and final examinations. These documents were individually analyzed and thematically categorized to a "5 levels-of-reflection-awareness" scale using a specially-designed rubric based on the accepted major theories of reflection that included students' identification of: 1) personal abilities, 2) personal learning styles 3) relationships between course material and student history 4) emotional responses and 5) future applications. Results 410 self-reflection documents were analyzed. The student self-awareness on personal learning style (72.7% level 3+) and course content (55.2% level 3+) were well-reflected. Reflections at a level 1 awareness included identification of a) specific teaching strategies utilized to enhance learning (58.4%), b) personal strengths/weaknesses (53%), and c) emotional responses, values, and beliefs (71.5%). Students' abilities to connect information to life experiences and to future events with understanding were more evenly distributed across all 5 levels of reflection-awareness. Conclusions Exposure to self-reflection assignments in the early years of undergraduate medical education increases student awareness and promotes the creation of personal meaning of one's reactions, values, and premises in the context of student learning environments. Early introduction with repetition to such cognitive processes as practice tools increases engagement in reflection that may facilitate proficiency in mastering this competency leading to the creation of future reflective health professionals. PMID:21943239

Desirable Difficulties in Vocabulary Learning

PubMed Central

BJORK, ROBERT A.; KROLL, JUDITH F.

2016-01-01

In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other. PMID:26255443

Desirable Difficulties in Vocabulary Learning.

PubMed

Bjork, Robert A; Kroll, Judith F

2015-01-01

In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.

Reflection: A Link between Receiving and Using Assessment Feedback

ERIC Educational Resources Information Center

Sargeant, Joan M.; Mann, Karen V.; van der Vleuten, Cees P.; Metsemakers, Job F.

2009-01-01

Problem statement and background: Feedback is essential to learning and practice improvement, yet challenging both to provide and receive. The purpose of this paper was to explore reflective processes which physicians described as they considered their assessment feedback and the perceived utility of that reflective process. Methods: This is a…

Does reflective web-based discussion strengthen nursing students' learning experiences during clinical training?

PubMed

Mettiäinen, Sari; Vähämaa, Kristiina

2013-09-01

The aim of this research was to study how a web-based discussion forum can be used as a supervision tool during nursing students' clinical training. The study emphasises peer support and its importance for the students. The empirical research was carried out at a Finnish university of applied sciences. 25 nursing students took part in web-based discussion during their eight-week clinical training period. All in all, 395 comments were submitted. The material was analysed by using categorisation and a thematic analysis process. Finally, the results were reported using a modified Salmon's (2002) 5-stage model of Teaching and Learning On-line and Mezirow's (1981) levels of reflection. The students motivated each other by sharing their feelings and experiences. They noticed the value of peer support and started to learn from each other as well. By reflecting on their experiences, the students progressed in their learning process and at the same time advanced their reflective thinking process. This combination of theoretical knowledge and practice, based on the students' needs and interests, could lead to a deeper understanding which could also result in better clinical skills. This method offers the lecturers the possibility to support and follow the professional growth process in a new evidence-based manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

Experiential learning in practice: An ethnographic study among nursing students and preceptors.

PubMed

Rodríguez-García, Marta; Medina-Moya, José Luis; González-Pascual, Juan Luis; Cardenete-Reyes, César

2018-03-01

This study aimed to explore the reflective dialogues and processes that take place between preceptors and their nursing students and to examine how preceptors make use of their expert knowledge in order to enhance students' experiential learning during clinical placements. Two 30-h courses on reflective teaching were conducted. The study sample included 15 preceptors and 27 undergraduate nursing students. Data were collected during the course and during clinical placements at two X hospitals. Data collection included non-participatory observation and informal conversations with preceptors, in-depth interviews and focus groups. Preceptors used a series of strategies to promote experiential learning; these included creating links with practice, the use of examples, allowing students to adopt professional roles and enhancing autonomy. The value of preceptors is their wealth of professional experience, which is key during the learning process of nursing students. Preceptors must learn to master the art of questioning and stimulating reflective dialogues, in order to stimulate students' critical thinking and encourage them to resolve common problems that arise during practice. Students demand a more active role in their own learning processes. Copyright © 2017. Published by Elsevier Ltd.

Practicing Improvisation: Preparing Multicultural Educators

ERIC Educational Resources Information Center

Hull, Karla

2015-01-01

Preparing competent multicultural educators involves a dynamic process requiring constant self-reflection and assisting pre-service teachers to sharpen their cultural vision as they learn to be responsive educators. Reflections on lessons learned as a teacher educator are shared through personal experiences that are identified as keys to prepare…

How do students' perceptions of research and approaches to learning change in undergraduate research?

PubMed Central

Saiki, Takuya; Kawakami, Chihiro; Suzuki, Yasuyuki

2015-01-01

Objectives This study aimed to examine how students' perceptions of research and learning change through participation in undergraduate research and to identify the factors that affect the process of their engagement in re-search projects. Methods This qualitative study has drawn on phenomenography as research methodology to explore third-year medical students' experiences of undergraduate research from participants' perspectives (n=14). Data included semi-structured individual interviews conducted as pre and post reflections. Thematic analysis of pre-course interviews combined with researcher-participant observations in-formed design of end-of-course interview questions. Results Phenomenographic data analysis demonstrated qualitative changes in students' perceptions of research. At the beginning of the course, the majority of students ex-pressed a relatively narrow definition of research, focusing on the content and outcomes of scientific research. End-of-course reflections indicated increased attention to research processes including researcher autonomy, collaboration and knowledge construction processes. Furthermore, acknowledgement of the linkage between research and learning processes indicated an epistemological change leading them to take a deep approach to learning in undergraduate research. Themes included: an inquiring mind, synthesis of knowledge, active participation, collaborative and reflective learning. However, they also encountered some difficulties in undertaking group research projects. These were attributed to their prior learning experiences, differences in valuing towards interpersonal communication, understanding of the research process, and social relationships with others. Conclusions This study provided insights into the potential for undergraduate research in medical education. Medical students' awareness of the linkage between research and learning may be one of the most important outcomes in the undergraduate research process. PMID:25863495

Barriers to learning from reflection: a study of the use of groupwork with post-registration nurses.

PubMed

Platzer, H; Blake, D; Ashford, D

2000-05-01

There are few studies which describe the use of groups to facilitate reflection and even fewer which evaluate the effectiveness of such groups. Much of the literature discussing the techniques used to facilitate reflection suggests that learners willingly engage in such processes and find them enjoyable. This paper reports on a qualitative study of the use of groups to develop learning through reflection on a part-time post-registration diploma programme for nurses. The findings suggest that there are many barriers to learning which must be overcome before practitioners can use the opportunities to reflect on and learn from their experience. It is also contended that such learning may not necessarily be an enjoyable experience. The findings suggest that previous educational experience and the current culture in which nurses and midwives work, impose tremendous barriers to reflecting on, and learning from, experience. In particular these affect the willingness of learners to expose themselves to the judgement of others and their ability to be open to taking responsibility for their own learning. Other barriers to learning in groups are the effects of other group members, their commitment or resistance to shared learning, the ways in which group members interact with each other and facilitation styles.

Action Learning Enabled Strategy Making

ERIC Educational Resources Information Center

Oliver, John

2008-01-01

Action learning encourages individual reflection, insightful questioning and assumption breaking that result in changes in attitude and behaviour. This learning process provides the potential to explore and solve complex organizational problems such as the question of how to develop a future business strategy. Existing literature on the process of…

The Educator Needs to Be Educated: Reflections on the Political Pedagogy of Marx, Lenin and Habermas

ERIC Educational Resources Information Center

Welton, Michael R.

2014-01-01

This essay examines one of the most intractable pedagogical problems of the Marxian revolutionary tradition: who will educate the educator and how ought the learning process to proceed. The solutions of Marx, Lenin and Habermas are critically examined towards the clarification of the emancipatory learning process. This learning process has three…

Forward-Oriented Designing for Learning as a Means to Achieve Educational Quality

ERIC Educational Resources Information Center

Ghislandi, Patrizia M. M.; Raffaghelli, Juliana E.

2015-01-01

In this paper, we reflect on how Design for Learning can create the basis for a culture of educational quality. We explore the process of Design for Learning within a blended, undergraduate university course through a teacher-led inquiry approach, aiming at showing the connections between the process of Design for Learning and academic…

Practices and Prospects of Learner Autonomy: Teachers' Perceptions

ERIC Educational Resources Information Center

Al Asmari, AbdulRahman

2013-01-01

Language learning process works through the learners' own reflection on how they learn and it makes learners active in the sense that they learn to analyze their learning strategies. So they start making decisions, e.g., whether to improve them or not, and in which way. Generally, this trait is missing in traditional language teaching process and…

The profile of students’ self-regulated learning at vocational high school

NASA Astrophysics Data System (ADS)

Ciptaningtyas, Asih; Pratiwi, Hasih; Mardiyana

2018-05-01

Self-regulated learning is a power in the individual through the individualization process. Self-regulated learning will occur when the student is active to control himself from everything done, plan something, evaluate, and deeply reflect what he has experienced. This study aims to determine the profile of students’ self-regulated learning in SMK Giripuro, Sumpiuh, Banyumas Regency. This study is a qualitative research with questionnaire and interview methods. This study used triangulation method technique to obtain from the questionnaire and interview to get valid data. The subjects in this study are three 10th Grade students who have different self-regulated learning in SMK Giripuro Sumpiuh. The results showed that the high self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) be able to reflect on their learning. Medium self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) do not reflect on learning. Low self-regulated learning student has characteristics: 1) dependent on others, 2) do not believe in their abilities, 3) lack awareness of learning, and 4) do not reflect on learning.

Predicting change in epistemological beliefs, reflective thinking and learning styles: a longitudinal study.

PubMed

Phan, Huy P

2008-03-01

Although extensive research has examined epistemological beliefs, reflective thinking and learning approaches, very few studies have looked at these three theoretical frameworks in their totality. This research tested two separate structural models of epistemological beliefs, learning approaches, reflective thinking and academic performance among tertiary students over a period of 12 months. Participants were first-year Arts (N=616; 271 females, 345 males) and second-year Mathematics (N=581; 241 females, 341 males) university students. Students' epistemological beliefs were measured with the Schommer epistemological questionnaire (EQ, Schommer, 1990). Reflective thinking was measured with the reflective thinking questionnaire (RTQ, Kember et al., 2000). Student learning approaches were measured with the revised study process questionnaire (R-SPQ-2F, Biggs, Kember, & Leung, 2001). LISREL 8 was used to test two structural equation models - the cross-lag model and the causal-mediating model. In the cross-lag model involving Arts students, structural equation modelling showed that epistemological beliefs influenced student learning approaches rather than the contrary. In the causal-mediating model involving Mathematics students, the results indicate that both epistemological beliefs and learning approaches predicted reflective thinking and academic performance. Furthermore, learning approaches mediated the effect of epistemological beliefs on reflective thinking and academic performance. Results of this study are significant as they integrated the three theoretical frameworks within the one study.

Better or Worse than Expected? Aging, Learning, and the ERN

ERIC Educational Resources Information Center

Eppinger, Ben; Kray, Jutta; Mock, Barbara; Mecklinger, Axel

2008-01-01

This study examined age differences in error processing and reinforcement learning. We were interested in whether the electrophysiological correlates of error processing, the error-related negativity (ERN) and the feedback-related negativity (FRN), reflect learning-related changes in younger and older adults. To do so, we applied a probabilistic…

Phonological Memory and Rule Learning

ERIC Educational Resources Information Center

Williams, John N.; Lovatt, Peter

2005-01-01

Our research reflects the current trend to relate individual differences in second language learning to underlying cognitive processes e.g., Robinson, 2002. We believe that such investigations, apart from being of practical importance, can also shed light on the cognitive mechanisms underlying the language learning process. Here we focus on the…

When Privilege Meets Poverty: Using Poetry in the Process of Reflection

ERIC Educational Resources Information Center

Clark, Ann-Marie

2009-01-01

This article describes the use of poetry as a pedagogical tool intended to intensify the reflective process of a service-learning project. In addition to keeping electronic journal entries, and summarizing and reflecting on service activities, preservice teachers wrote (or selected) poems to reconstruct their experiences and recreate some of the…

Neural correlates of facilitations in face learning by selective caricaturing of facial shape or reflectance.

PubMed

Itz, Marlena L; Schweinberger, Stefan R; Schulz, Claudia; Kaufmann, Jürgen M

2014-11-15

Spatially caricatured faces were recently shown to benefit face learning (Schulz et al., 2012a). Moreover, spatial information may be particularly important for encoding unfamiliar faces, but less so for recognizing familiar faces (Kaufmann et al., 2013). To directly test the possibility of a major role of reflectance information for the recognition of familiar faces, we compared effects of selective photorealistic caricaturing in either shape or reflectance on face learning and recognition. Participants learned 3D-photographed faces across different viewpoints, and different images were presented at learning and test. At test, performance benefits for both types of caricatures were modulated by familiarity: Benefits for learned faces were substantially larger for reflectance caricatures, whereas benefits for novel faces were numerically larger for shape caricatures. ERPs confirmed a consistent reduction of the occipitotemporal P200 (200-240 ms) by shape caricaturing, whereas the most prominent effect of reflectance caricaturing was seen in an enhanced posterior N250 (240-400 ms), a component that has been related to the activation of acquired face representations. Our results suggest that performance benefits for face learning caused by distinctive spatial versus reflectance information are mediated by different neural processes with different timing and support a prominent role of reflectance for the recognition of learned faces. Copyright © 2014 Elsevier Inc. All rights reserved.

Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection

NASA Astrophysics Data System (ADS)

Lin, Feng; Chan, Carol K. K.

2018-04-01

This study examined the role of computer-supported knowledge-building discourse and epistemic reflection in promoting elementary-school students' scientific epistemology and science learning. The participants were 39 Grade 5 students who were collectively pursuing ideas and inquiry for knowledge advance using Knowledge Forum (KF) while studying a unit on electricity; they also reflected on the epistemic nature of their discourse. A comparison class of 22 students, taught by the same teacher, studied the same unit using the school's established scientific investigation method. We hypothesised that engaging students in idea-driven and theory-building discourse, as well as scaffolding them to reflect on the epistemic nature of their discourse, would help them understand their own scientific collaborative discourse as a theory-building process, and therefore understand scientific inquiry as an idea-driven and theory-building process. As hypothesised, we found that students engaged in knowledge-building discourse and reflection outperformed comparison students in scientific epistemology and science learning, and that students' understanding of collaborative discourse predicted their post-test scientific epistemology and science learning. To further understand the epistemic change process among knowledge-building students, we analysed their KF discourse to understand whether and how their epistemic practice had changed after epistemic reflection. The implications on ways of promoting epistemic change are discussed.

Learning class descriptions from a data base of spectral reflectance with multiple view angles

NASA Technical Reports Server (NTRS)

Kimes, Daniel S.; Harrison, Patrick R.; Harrison, P. A.

1992-01-01

A learning program has been developed which combines 'learning by example' with the generate-and-test paradigm to furnish a robust learning environment capable of handling error-prone data. The problem is shown to be capable of learning class descriptions from positive and negative training examples of spectral and directional reflectance data taken from soil and vegetation. The program, which used AI techniques to automate very tedious processes, found the sequence of relationships that contained the most important information which could distinguish the classes.

The neural evidence of the reflected appraisal process as a main path for learning about one's self-knowledge of personality.

PubMed

Xu, Xiaofan; Chen, Yu; Zhao, Yufang; Yang, Juan

2015-09-01

Self-knowledge has been defined as the accurate self-perceptions about how one typically thinks, feels, and behaves, and awareness of how those patterns are interpreted by others. Previous research has noted that the introspection and the reflected appraisal processes are two main avenues for learning about the self and that self-knowledge might be fully realized through the use of reflected appraisal from close others. However, due to the methodological difficulty in linking people's ratings on a trait to their behaviors, accuracy research using a behavioral criterion is quite limited. The current work examined the main source of learning about one's self-knowledge by investigating the time course of attention deployment both in the process of introspection and that of reflected appraisal. Twenty-five college students were first asked to rate their impressions of their classmates as well as a familiar other using personality-trait adjectives. Their electrophysiological data were then collected using the event-related potential (ERP) technology while they judged to which extent (1) an adjective can describe the self, (2) an adjective can describe a familiar other, (3) they agree with an adjective that their classmates believe can describe the self, and (4) they agree with an adjective that their classmates believe can describe a familiar other. Our electrophysiological data showed that classmates' positive evaluation of one's own trait elicited larger P2 than the positive self-evaluation of one's own trait. Further, classmates' negative evaluation of one's own trait elicited larger late positive component (LPC) than the negative self-evaluation of one's own trait. Results suggest that people allocate more attention to the process of reflected appraisal compared to the process of introspection, which further suggests that the reflected appraisal process might be the main source in learning about one's self-knowledge of personality. Copyright © 2015 Elsevier B.V. All rights reserved.

The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

ERIC Educational Resources Information Center

Callary, Betina; Werthner, Penny; Trudel, Pierre

2012-01-01

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this…

Appreciative Inquiry: An Experiential Exercise and Course Feedback Tool

ERIC Educational Resources Information Center

Scandura, Terri A.

2017-01-01

The action research method of appreciative inquiry (AI) was employed to develop a teaching tool. This exercise involves students' reflections on a course, noting when they learned the most. The AI process of appreciating, envisioning, dialoging, and innovating is used to help students reflect on how they learn. Instructors of all types of courses…

Designing Instruction for Active and Reflective Learners in the Flipped Classroom

ERIC Educational Resources Information Center

Shahnaz, Sherina Mohamed Fauzi; Hussain, Raja Maznah Raja

2016-01-01

Purpose: This paper proposes a framework of instructional strategies that would facilitate active and reflective learning processes in the flipped classroom It is aimed at allowing one's maximum potential to be reached regardless of any individual learning style. As tertiary classrooms increasingly needs to be as active and social as possible, the…

Reflective learning in community-based dental education.

PubMed

Deogade, Suryakant C; Naitam, Dinesh

2016-01-01

Community-based dental education (CBDE) is the implementation of dental education in a specific social context, which shifts a substantial part of dental clinical education from dental teaching institutional clinics to mainly public health settings. Dental students gain additional value from CBDE when they are guided through a reflective process of learning. We propose some key elements to the existing CBDE program that support meaningful personal learning experiences. Dental rotations of 'externships' in community-based clinical settings (CBCS) are year-long community-based placements and have proven to be strong learning environments where students develop good communication skills and better clinical reasoning and management skills. We look at the characteristics of CBDE and how the social and personal context provided in communities enhances dental education. Meaningfulness is created by the authentic context, which develops over a period of time. Structured reflection assignments and methods are suggested as key elements in the existing CBDE program. Strategies to enrich community-based learning experiences for dental students include: Photographic documentation; written narratives; critical incident reports; and mentored post-experiential small group discussions. A directed process of reflection is suggested as a way to increase the impact of the community learning experiences. We suggest key elements to the existing CBDE module so that the context-rich environment of CBDE allows for meaningful relations and experiences for dental students and enhanced learning.

Human Teaching and Human Learning in the Language Class: A Confluent Approach.

ERIC Educational Resources Information Center

Galyean, Beverly

Much attention has been given to the imbalance between thinking and feelings in the educative process. Human teaching calls for merging the cognitive and affective processes into one confluent learning experience. Language learning is viewed primarily as a means for affective reflective communication. Personal growth merges with language…

The Process of Developing Theories-in-Action with OELEs: A Qualitative Study.

ERIC Educational Resources Information Center

Land, Susan M.; Hannafin, Michael J.

Open-ended learning environments (OELEs) like microworlds have been touted as one approach for blending learning theory and emerging technology to support the building of student-centered understanding. The learning process involves developing a theory-in-action--an intuitive theory that is generated and changed by learners as they reflect upon…

Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process

ERIC Educational Resources Information Center

Haber-Curran, Paige; Tillapaugh, Daniel W.

2015-01-01

Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students' reflective narratives, the authors explore students' experiences of and process of…

Exceeding Expectations: Scaffolding Agentic Engagement through Assessment as Learning

ERIC Educational Resources Information Center

Fletcher, Anna Katarina

2016-01-01

Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has…

Action Learning--A Process Which Supports Organisational Change Initiatives

ERIC Educational Resources Information Center

Joyce, Pauline

2012-01-01

This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

Using Reflection to Develop Higher Order Processes

ERIC Educational Resources Information Center

Lerch, Carol; Bilics, Andrea; Colley, Binta

2006-01-01

The main purpose of this study was to look at how we used specific writing assignments in our courses to encourage metacognitive reflection in order to increase the learning that takes place. The study also aimed to aid in the development of higher order processing skills through the development of student reflection. The students involved in the…

Training Reflective Processes in Military Aircrews through Holistic Debriefing: The Importance of Facilitator Skills and Development of Trust

ERIC Educational Resources Information Center

Moldjord, Christian; Hybertsen, Ingunn Dahler

2015-01-01

This paper explores how Holistic Debrief, a new concept in the field of debriefing and reflective processes, can contribute to restitution, reflection and learning in professional teams following stressful events and routine tasks. Interviews were conducted with Norwegian military aircrew mission commanders following deployment to Afghanistan in…

First year specialist trainees' engagement with reflective practice in the e-portfolio.

PubMed

McNeill, Helen; Brown, Jeremy M; Shaw, Nigel J

2010-10-01

Doctors in specialist training posts in the Mersey Deanery are expected to reflect on their clinical practice and to document their learning experiences in an e-portfolio. This study aims specifically to explore how they have engaged in reflection on their practice and how they utilise their learning portfolio to document evidence of this. A modified Delphi technique was used to develop a grading system to identify the level of reflection recorded by participants in the e-portfolio. Transcripts of the reflective accounts were then analysed using a qualitative approach which involved coding and categorising the data. This study demonstrated a wide variation in both the quantity and quality of reflection. Of particular note in the qualitative data analysis were themes relating to clinical knowledge and skills, learning in practice, communication, feelings, types of learning experience reflected on and wider aspects of medical practice. Findings indicate there is variation is the extent to which doctors both engage in and document evidence of reflection. Further research is needed to explore factors that enable or inhibit the use of the e-portfolio for reflection and whether recorded reflection is a true picture of the cognitive process involved.

The first cycle of the reflective pedagogical paradigm implementation in the introduction probability theory course

NASA Astrophysics Data System (ADS)

Julie, Hongki

2017-08-01

One of purposes of this study was describing the steps of the teaching and learning process if the teacher in the Introduction Probability Theory course wanted to teach about the event probability by using the reflective pedagogical paradigm (RPP) and describing the results achieved by the students. The study consisted of three cycles, but the results would be presented in this paper was limited to the results obtained in the first cycle. Stages conducted by the researcher in the first cycle could be divided into five stages, namely (1) to know the students' context, (2) to plan and provide student learning experiences, (3) to facilitate students in actions, (4) to ask students to make a reflection and (5) to evaluate. The type of research used in this research was descriptive qualitative and quantitative research. The students' learning experience, the students' action, and the students' reflection would be described qualitatively. The student evaluation results would be described quantitatively. The research subject in this study was 38 students taking the introduction probability theory course in class C. From the students' reflection, still quite a lot of students were not complete in writing concepts that they have learned and / or have not been precise in describing the relationships between concepts that they have learned. From the students' evaluation, 85.29% students got score under 7. If examined more deeply, the most difficulty of students were in the mathematical horizontal process. As a result, they had difficulty in performing the mathematical vertical process.

Experiential Learning Theory as One of the Foundations of Adult Learning Practice Worldwide

ERIC Educational Resources Information Center

Dernova, Maiya

2015-01-01

The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so…

Brain signal complexity rises with repetition suppression in visual learning.

PubMed

Lafontaine, Marc Philippe; Lacourse, Karine; Lina, Jean-Marc; McIntosh, Anthony R; Gosselin, Frédéric; Théoret, Hugo; Lippé, Sarah

2016-06-21

Neuronal activity associated with visual processing of an unfamiliar face gradually diminishes when it is viewed repeatedly. This process, known as repetition suppression (RS), is involved in the acquisition of familiarity. Current models suggest that RS results from interactions between visual information processing areas located in the occipito-temporal cortex and higher order areas, such as the dorsolateral prefrontal cortex (DLPFC). Brain signal complexity, which reflects information dynamics of cortical networks, has been shown to increase as unfamiliar faces become familiar. However, the complementarity of RS and increases in brain signal complexity have yet to be demonstrated within the same measurements. We hypothesized that RS and brain signal complexity increase occur simultaneously during learning of unfamiliar faces. Further, we expected alteration of DLPFC function by transcranial direct current stimulation (tDCS) to modulate RS and brain signal complexity over the occipito-temporal cortex. Participants underwent three tDCS conditions in random order: right anodal/left cathodal, right cathodal/left anodal and sham. Following tDCS, participants learned unfamiliar faces, while an electroencephalogram (EEG) was recorded. Results revealed RS over occipito-temporal electrode sites during learning, reflected by a decrease in signal energy, a measure of amplitude. Simultaneously, as signal energy decreased, brain signal complexity, as estimated with multiscale entropy (MSE), increased. In addition, prefrontal tDCS modulated brain signal complexity over the right occipito-temporal cortex during the first presentation of faces. These results suggest that although RS may reflect a brain mechanism essential to learning, complementary processes reflected by increases in brain signal complexity, may be instrumental in the acquisition of novel visual information. Such processes likely involve long-range coordinated activity between prefrontal and lower order visual areas. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

Coaching the Adult Learner: A Framework for Engaging the Principles and Processes of Andragogy for Best Practices in Coaching

ERIC Educational Resources Information Center

Lubin, Melissa Maybury

2013-01-01

Coaching is an actionable way for adults to learn. For purposes of this study, learning was conceptualized by UNESCO's five pillars of learning to know, do, live together, be, and learning to transform oneself and society. The practice of coaching was defined as a social enterprise where, through a process of inquiry and reflection, coaches help…

Assessing reflective thinking and approaches to learning.

PubMed

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Reflective Activities: Helping Students Connect with Texts. Classroom Practices in Teaching English, Volume 30.

ERIC Educational Resources Information Center

Reid, Louann, Ed.; Golub, Jeffrey N., Ed.

This book offers successful classroom practices that encourage students to learn purposefully and constructively by reflecting on their own learning processes and by making connections between what they read (whether verbal or visual texts) and the lives they lead. Extending from middle and high school through college composition and English…

Impact of Guided Reflection with Peers on the Development of Effective Problem Solving Strategies and Physics Learning

ERIC Educational Resources Information Center

Mason, Andrew J.; Singh, Chandralekha

2016-01-01

Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then implementation, evaluation, and reflection upon the process. Research suggests that converting a problem from the initial…

The Support of Student Articulation of Reasoning, Student Reflection and Tutor Feedback

ERIC Educational Resources Information Center

Garner, Stuart

2007-01-01

Learning theory suggests that student learning can be improved if students are required to articulate and reflect about work that they have done. This process helps students think more clearly about their work and such articulation also enables tutors to better assess student knowledge and mental models. There are various electronic tools…

Does Using E-Portfolios for Reflective Writing Enhance High School Students' Self-Regulated Learning?

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Liang, Chaoyun; Shu, Kuen-Ming; Tseng, Kuo-Hung; Lin, Chun-Yu

2016-01-01

The study aims to examine whether reflective writing using e-portfolios enhances high school students' self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called "Website Design" at a vocational high school in Taiwan. There were 41 students, with 18 males and…

Using a Critical Reflection Framework and Collaborative Inquiry to Improve Teaching Practice: An Action Research Project

ERIC Educational Resources Information Center

Briscoe, Patricia

2017-01-01

This action research reports on a three-year collaborative learning process among three teachers. We used current literature and a critical reflection framework to understand why our teaching approaches were not resulting in increased student learning. This allowed us to examine our previously unrecognized and uninterrupted--and often,…

Moving beyond the Reflectivity of Post-Lesson Mentoring Conferences in Teacher Education and Creating Learning/development Opportunities for Pre-Service Teachers

ERIC Educational Resources Information Center

Ciavaldini-Cartaut, Solange

2015-01-01

This longitudinal case study suggests ways to move beyond the reflective process usually associated with post-lesson mentoring conferences by describing the modalities likely to generate real learning/development opportunities. Based on cultural-historical activity theories (CHAT) and using methodologies from sociodiscursive interactionism, this…

After-Action Reviews - who conducts them?

Treesearch

Anne E. Black; Kathleen Sutcliffe; Michelle Barton

2009-01-01

Reflecting on the links between intentions and outcomes is a key practice of a learning organization (Garvin 2000). The After-Action Review (AAR) is a formal reflection process intended to assist groups in capturing lessons learned from a task. AARs typically ask four questions regarding fire-response operations: (1) what did we set out to do, (2) what actually...

An eye movement pre-training fosters the comprehension of processes and functions in technical systems.

PubMed

Skuballa, Irene T; Fortunski, Caroline; Renkl, Alexander

2015-01-01

The main research goal of the present study was to investigate in how far pre-training eye movements can facilitate knowledge acquisition in multimedia (pre-training principle). We combined considerations from research on eye movement modeling and pre-training to design and test a non-verbal eye movement-based pre-training. Participants in the experimental condition watched an animated circle moving in close spatial resemblance to a static visualization of a solar plant accompanied by a narration in a subsequently presented learning environment. This training was expected to foster top-down processes as reflected in gaze behavior during the learning process and enhance knowledge acquisition. We compared two groups (N = 45): participants in the experimental condition received pre-training in a first step and processed the learning material in a second step, whereas the control group underwent the second step without any pre-training. The pre-training group outperformed the control group in their learning outcomes, particularly in knowledge about processes and functions of the solar plant. However, the superior learning outcomes in the pre-training group could not be explained by eye-movement patterns. Furthermore, the pre-training moderated the relationship between experienced stress and learning outcomes. In the control group, high stress levels hindered learning, which was not found for the pre-training group. On a delayed posttest participants were requested to draw a picture of the learning content. Despite a non-significant effect of training on the quality of drawings, the pre-training showed associations between learning outcomes at the first testing time and process-related aspects in the quality of their drawings. Overall, non-verbal pre-training is a successful instructional intervention to promote learning processes in novices although these processes did not directly reflect in learners' eye movement behavior during learning.

The Learning Process of Supervisees Who Engage in the Reflecting Team Model within Group Supervision: A Grounded Theory Inquiry

ERIC Educational Resources Information Center

Pender, Rebecca Lynn

2012-01-01

In recent years, counselor educators have begun to incorporate the use of the reflecting team process with the training of counselors. Specifically, the reflecting team has been used in didactic courses (Cox, 2003; Landis & Young, 1994; Harrawood, Wilde & Parmanand, 2011) and in supervision (Cox, 1997; Prest, Darden, & Keller, 1990;…

Using Self-Reflection to Increase Science Process Skills in the General Chemistry Laboratory

ERIC Educational Resources Information Center

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-01-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video…

Web 2.0 Technologies and the Spirit of Online Learning

ERIC Educational Resources Information Center

Wang, Victor C. X; Bryan, Valerie; Steinke, Krista

2013-01-01

There are many definitions of learning, all reflecting the academic specialties from which the study is conducted: 1. the process of acquiring knowledge, skills, attitudes, values, beliefs, emotions, senses, etc.; 2. the sum total of the process of acquiring knowledge, skills etc, e.g., a learned person; and 3. sometimes, wrongly used as a synonym…

Developing skills for teaching: reflections on the lecture as a learning tool for the novice midwife educator.

PubMed

O'Malley, Deirdre; Fleming, Sandra

2012-09-01

This paper explored how I, as a novice midwife educator in a Higher Education Institution, utilised my reflections on the preparation, delivery and evaluation of a lecture to develop my teaching skills. My personal teaching and learning philosophy was informed by humanism. Reflecting on my teaching and learning philosophy, and the teaching and learning theories that guided the session, enabled me to identify aspects of my teaching that required further development. Similarly, the process permitted me to recognise positive aspects that I could take forward and build upon in my professional development as an educator. The key learning for me as a novice educator is outlined, with an emphasis placed on preparation and strategic question formulation. Copyright © 2012 Elsevier Ltd. All rights reserved.

"Re-Acculturation" through Community-Based Religious Education

ERIC Educational Resources Information Center

Knight, Jennie S.

2011-01-01

Reflective engagement in reciprocal community partnerships holds tremendous potential for guiding members of congregations through the process of "re-acculturation." One of the "best practices" named in research about community-engaged learning for undergraduates is "re-acculturation"--an ongoing process of critical reflection about one's own…

Prospective faculty developing understanding of teaching and learning processes in science

NASA Astrophysics Data System (ADS)

Pareja, Jose I.

Historically, teaching has been considered a burden by many academics at institutions of higher education, particularly research scientists. Furthermore, university faculty and prospective faculty often have limited exposure to issues associated with effective teaching and learning. As a result, a series of ineffective teaching and learning strategies are pervasive in university classrooms. This exploratory case study focuses on four biology graduate teaching fellows (BGF) who participated in a National Science Foundation (NSF) GK-12 Program. Such programs were introduced by NSF to enhance the preparation of prospective faculty for their future professional responsibilities. In this particular program, BGF were paired with high school biology teachers (pedagogical mentors) for at least one year. During this yearlong partnership, BGF were involved in a series of activities related to teaching and learning ranging from classroom teaching, tutoring, lesson planning, grading, to participating in professional development conferences and reflecting upon their practices. The purpose of this study was to examine the changes in BGF understanding of teaching and learning processes in science as a function of their pedagogical content knowledge (PCK). In addition, the potential transfer of this knowledge between high school and higher education contexts was investigated. The findings of this study suggest that understanding of teaching and learning processes in science by the BGF changed. Specific aspects of the BGF involvement in the program (such as classroom observations, practice teaching, communicating with mentors, and reflecting upon one's practice) contributed to PCK development. In fact, there is evidence to suggest that constant reflection is critical in the process of change. Concurrently, BGFs enhanced understanding of science teaching and learning processes may be transferable from the high school context to the university context. Future research studies should be designed to explore explicitly this transfer phenomenon.

Punishment sensitivity modulates the processing of negative feedback but not error-induced learning.

PubMed

Unger, Kerstin; Heintz, Sonja; Kray, Jutta

2012-01-01

Accumulating evidence suggests that individual differences in punishment and reward sensitivity are associated with functional alterations in neural systems underlying error and feedback processing. In particular, individuals highly sensitive to punishment have been found to be characterized by larger mediofrontal error signals as reflected in the error negativity/error-related negativity (Ne/ERN) and the feedback-related negativity (FRN). By contrast, reward sensitivity has been shown to relate to the error positivity (Pe). Given that Ne/ERN, FRN, and Pe have been functionally linked to flexible behavioral adaptation, the aim of the present research was to examine how these electrophysiological reflections of error and feedback processing vary as a function of punishment and reward sensitivity during reinforcement learning. We applied a probabilistic learning task that involved three different conditions of feedback validity (100%, 80%, and 50%). In contrast to prior studies using response competition tasks, we did not find reliable correlations between punishment sensitivity and the Ne/ERN. Instead, higher punishment sensitivity predicted larger FRN amplitudes, irrespective of feedback validity. Moreover, higher reward sensitivity was associated with a larger Pe. However, only reward sensitivity was related to better overall learning performance and higher post-error accuracy, whereas highly punishment sensitive participants showed impaired learning performance, suggesting that larger negative feedback-related error signals were not beneficial for learning or even reflected maladaptive information processing in these individuals. Thus, although our findings indicate that individual differences in reward and punishment sensitivity are related to electrophysiological correlates of error and feedback processing, we found less evidence for influences of these personality characteristics on the relation between performance monitoring and feedback-based learning.

The Problem-Based Learning Process: Reflections of Pre-Service Elementary School Teachers

ERIC Educational Resources Information Center

Baysal, Zeliha Nurdan

2017-01-01

This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one…

Reflection as a Learning Tool in Graduate Medical Education: A Systematic Review.

PubMed

Winkel, Abigail Ford; Yingling, Sandra; Jones, Aubrie-Ann; Nicholson, Joey

2017-08-01

Graduate medical education programs employ reflection to advance a range of outcomes for physicians in training. However, the most effective applications of this tool have not been fully explored. A systematic review of the literature examined interventions reporting the use of reflection in graduate medical education. The authors searched Medline/PubMed, Embase, Cochrane CENTRAL, and ERIC for studies of reflection as a teaching tool to develop medical trainees' capacities. Key words and subject headings included reflection , narrative , residents/GME , and education / teaching / learning . No language or date limits were applied. The search yielded 1308 citations between inception for each database and June 15, 2015. A total of 16 studies, encompassing 477 residents and fellows, met eligibility criteria. Study quality was assessed using the Critical Appraisal Skills Programme Qualitative Checklist. The authors conducted a thematic analysis of the 16 articles. Outcomes studied encompassed the impact of reflection on empathy, comfort with learning in complex situations, and engagement in the learning process. Reflection increased learning of complex subjects and deepened professional values. It appears to be an effective tool for improving attitudes and comfort when exploring difficult material. Limitations include that most studies had small samples, used volunteers, and did not measure behavioral outcomes. Critical reflection is a tool that can amplify learning in residents and fellows. Added research is needed to understand how reflection can influence growth in professional capacities and patient-level outcomes in ways that can be measured.

A process-based approach to characterizing the effect of acute alprazolam challenge on visual paired associate learning and memory in healthy older adults.

PubMed

Pietrzak, Robert H; Scott, James Cobb; Harel, Brian T; Lim, Yen Ying; Snyder, Peter J; Maruff, Paul

2012-11-01

Alprazolam is a benzodiazepine that, when administered acutely, results in impairments in several aspects of cognition, including attention, learning, and memory. However, the profile (i.e., component processes) that underlie alprazolam-related decrements in visual paired associate learning has not been fully explored. In this double-blind, placebo-controlled, randomized cross-over study of healthy older adults, we used a novel, "process-based" computerized measure of visual paired associate learning to examine the effect of a single, acute 1-mg dose of alprazolam on component processes of visual paired associate learning and memory. Acute alprazolam challenge was associated with a large magnitude reduction in visual paired associate learning and memory performance (d = 1.05). Process-based analyses revealed significant increases in distractor, exploratory, between-search, and within-search error types. Analyses of percentages of each error type suggested that, relative to placebo, alprazolam challenge resulted in a decrease in the percentage of exploratory errors and an increase in the percentage of distractor errors, both of which reflect memory processes. Results of this study suggest that acute alprazolam challenge decreases visual paired associate learning and memory performance by reducing the strength of the association between pattern and location, which may reflect a general breakdown in memory consolidation, with less evidence of reductions in executive processes (e.g., working memory) that facilitate visual paired associate learning and memory. Copyright © 2012 John Wiley & Sons, Ltd.

Making Work and Learning More Visible by Reflective Practice

ERIC Educational Resources Information Center

Tikkamäki, Kati; Hilden, Sanna

2014-01-01

Several characteristics are necessary to have a flourishing workplace: one is organisational learning. Modern workplaces call for individual responsibility, ability, and willingness to share expertise, as well as continuous learning. However, critical elements of the process of organisational learning -- participating, knowing, cooperating and…

Evaluating the Possibilities and Actualities of the Learning Process: How a School Pilot Wellbeing Programme Worked as an Organisational Learning Process Intervention

ERIC Educational Resources Information Center

Anderson, Jane; Sice, Petia

2016-01-01

Purpose: This paper aims to reflect on the opportunities and challenges of the learning process in practice and explores the case of a local authority school Pilot Wellbeing Programme (PWP) intervention. The aim of the PWP was to create the best workplace conditions and circumstances for people to flourish and mature, both individually and…

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

A learning model for nursing students during clinical studies.

PubMed

Ekebergh, Margaretha

2011-11-01

This paper presents a research project where the aim was to develop a new model for learning support in nursing education that makes it possible for the student to encounter both the theoretical caring science structure and the patient's lived experiences in his/her learning process. A reflective group supervision model was developed and tested. The supervision was lead by a teacher and a nurse and started in patient narratives that the students brought to the supervision sessions. The narratives were analyzed by using caring science concepts with the purpose of creating a unity of theory and lived experiences. Data has been collected and analyzed phenomenologically in order to develop knowledge of the students' reflection and learning when using the supervision model. The result shows that the students have had good use of the theoretical concepts in creating a deeper understanding for the patient. They have learned to reflect more systematically and the learning situation has become more realistic to them as it is now carried out in a patient near context. In order to reach these results, however, demands the necessity of recognizing the students' lifeworld in the supervision process. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Role of e-Portfolios in Supporting Productive Learning

ERIC Educational Resources Information Center

Yang, Min; Tai, Mui; Lim, Cher Ping

2016-01-01

e-Portfolios are a form of authentic assessment with formative functions that include showcasing and sharing learning artifacts, documenting reflective learning processes, connecting learning across various stages and enabling frequent feedback for improvements. This paper examines how e-portfolios take up these formative roles to support…

The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

PubMed

Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

2017-08-17

This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

An evaluation of an interprofessional practice-based learning environment using student reflections.

PubMed

Housley, Cora L; Neill, Kathryn K; White, Lanita S; Tedder, Andrea T; Castleberry, Ashley N

2018-01-01

The 12th Street Health and Wellness Center is an interprofessional, student-led, community-based clinic. Students from all University of Arkansas for Medical Sciences colleges work together to provide healthcare services for residents of an underserved community. Interprofessional student teams assess patients and present to an interprofessional preceptor team. At the conclusion of clinic, teams reflect on their experience. The objective of this study is to generate key themes from the end of clinic reflections to describe learning outcomes in an interprofessional practice environment. Student teams were asked to reflect on what they learned about patient care and interprofessional practice while volunteering at the clinic. Three hundred eighty reflection statements were assessed using the constant comparative approach with open coding by three researchers who identified and categorised themes by selecting key phrases from reflections. Eight themes emerged from this process which illuminated students' self-perceived development during practice-based learning and interprofessional collaboration. Key phrases were also coded to the four core Interprofessional Education Collaborative competency domains. These results suggest learners' perception that the Center is a practice-based environment that provides an opportunity to learn, integrate, and apply interprofessional curricular content.

Developing Inquiry for Learning: Reflecting Collaborative Ways to Learn How to Learn in Higher Education

ERIC Educational Resources Information Center

Ovens, Peter; Wells, Frances; Wallis, Patricia; Hawkins, Cyndy

2011-01-01

"Developing Inquiry for Learning" shows how university tutors can help students to improve their abilities to learn and to become professional inquirers. An increasing proportion of students entering higher education seem to assume that learning is a relatively passive process. This may be the largest single limitation to their achievement.…

State of Learning in Canada: A Year in Review, 2009-2010. Executive Summary

ERIC Educational Resources Information Center

Canadian Council on Learning, 2010

2010-01-01

The 2009-2010 "State of Learning in Canada" provides the most current information on the Canadian learning landscape, contributing to a comprehensive understanding of how Canadians are faring as lifelong learners. As in previous "State of Learning" reports, this update reflects CCL's vision of learning as a lifelong process.…

Tales of Tutors: The Role of Narrative in Language Learning and Service-Learning

ERIC Educational Resources Information Center

Polansky, Susan G.; Andrianoff, Timothy; Bernard, Jaclyn B.; Flores, Ana; Gardocki, Isabel A.; Handerhan, Ryan J.; Park, Jihea; Young, Lisa

2010-01-01

This article examines the role of narrative in the learning process of language tutors in a university service-learning course involving collaboration between an institution of higher learning and public high schools in an urban setting. The tutors' personal narrative reflections offer multiple perspectives on interactions of tutors with high…

Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

ERIC Educational Resources Information Center

Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

2012-01-01

Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

Energizing Staff Development Using Film Clips: Memorable Movie Moments that Promote Reflection, Conversation, and Action

ERIC Educational Resources Information Center

Olsen, Walter R.; Sommers, William A.

2005-01-01

Video and DVD clips give participants an opportunity to explore values and ideas, learn about one another, and, in the process, build a stronger learning community. "Energizing Staff Development Using Film Clips" is a collection of film and television clips that staff developers can use to encourage discussion and reflection on pertinent, common…

Transformative Learning in Human Resource Development: Successes in Scholarly Practitioner Applications--Conflict Management, Discursive Processes in Diversity and Leadership Development

ERIC Educational Resources Information Center

Fisher-Yoshida, Beth; Geller, Kathy D.; Wasserman, Ilene C.

2005-01-01

Today's complex global environment calls for leaders to be agile decision makers, engage in critical self-reflection, integrate reflection with action, and partner with those who are different in significant ways. These capabilities and skills are the core qualities of transformative learning. This paper weaves research findings that explore…

The Missing Ingredients in Reflective Supervision: Helping Staff Members Learn about and Fully Participate in the Supervisory Process

ERIC Educational Resources Information Center

Heffron, Mary Claire; Murch, Trudi

2018-01-01

Successful implementation of a reflective supervision (RS) model in an agency or system requires careful attention to the learning needs of supervisees. Although supervisors and managers typically receive orientation and training to help them understand and implement RS, their staff rarely do. In this article, the authors explore supervisees'…

An Examination of Reflective Thinking, Learning Approaches, and Self-Efficacy Beliefs at the University of the South Pacific: A Path Analysis Approach

ERIC Educational Resources Information Center

Phan, Huy P.

2007-01-01

This study examined the causal and mediating relations between students' learning approaches, self-efficacy beliefs, stages of reflective thinking, and academic performance. Second-year undergraduate students (n = 241; 118 females, 123 males) in the South Pacific were administered the revised version of Biggs' Study Process Questionnaire, the…

Poetic Transcription with a Twist: An Approach to Reflective Practice through Connection, Collaboration and Community

ERIC Educational Resources Information Center

Smart, Fiona

2017-01-01

Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from experience is a deliberate act. In higher education, much attention is given to reflective practice and…

Concept Mapping in the Humanities to Facilitate Reflection: Externalizing the Relationship between Public and Personal Learning

ERIC Educational Resources Information Center

Kandiko, Camille; Hay, David; Weller, Saranne

2013-01-01

This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how…

Medical students' reflective writing about a task-based learning experience on public health communication.

PubMed

Koh, Yang Huang; Wong, Mee Lian; Lee, Jeanette Jen-Mai

2014-02-01

Medical educators constantly face the challenge of preparing students for public health practice. This study aimed to analyze students' reflections to gain insight into their task-based experiences in the public health communication selective. We have also examined their self-reported learning outcomes and benefits with regard to application of public health communication. Each student wrote a semi-structured reflective journal about his or her experiences leading to the delivery of a public health talk by the group. Records from 41 students were content-analyzed for recurring themes and sub-themes. Students reported a wide range of personal and professional issues. Their writings were characterized by a deep sense of self-awareness and social relatedness such as increased self-worth, communications skills, and collaborative learning. The learning encounter challenged assumptions, and enhanced awareness of the complexity of behaviour change Students also wrote about learning being more enjoyable and how the selective had forced them to adopt a more thoughtful stance towards knowledge acquisition and assimilation. Task-based learning combined with a process for reflection holds promise as an educational strategy for teaching public health communication, and cultivating the habits of reflective practice.

Investigation to Improve the Process of Pre-Service Teachers' Reflective Thinking Skills through an Action Research

ERIC Educational Resources Information Center

Töman, Ufuk

2017-01-01

This study aimed to pre-service teachers' reflective thinking and to reveal development of reflective thinking during the process of teaching and learning. This study was designed in the form of action research due to the nature of the case examined. The participants were 4 pre-service teachers at Bayburt University Faculty of Education Department…

Reflective Practice: The Scholarship of Teaching and Learning. The CEET Faculty Development Program on Teaching and Learning. Second Edition: 2009 College Portfolio. Volumes I-IV

ERIC Educational Resources Information Center

Scarborough, Jule Dee

2009-01-01

"2009 Portfolio: The Second Edition of the College of Engineering's Portfolio" presents the 2009 Faculty Development Program on Teaching & Learning (TL) new content, modified models, new process and procedures, especially the new Instructional Analysis and Design Process Map, new PowerPoint presentations, modified teaching and…

"Cast Your Net Widely": Three Steps to Expanding and Refining Your Problem before Action Learning Application

ERIC Educational Resources Information Center

Reese, Simon R.

2015-01-01

This paper reflects upon a three-step process to expand the problem definition in the early stages of an action learning project. The process created a community-powered problem-solving approach within the action learning context. The simple three steps expanded upon in the paper create independence, dependence, and inter-dependence to aid the…

Blogs and Social Network Sites as Activity Systems: Exploring Adult Informal Learning Process through Activity Theory Framework

ERIC Educational Resources Information Center

Heo, Gyeong Mi; Lee, Romee

2013-01-01

This paper uses an Activity Theory framework to explore adult user activities and informal learning processes as reflected in their blogs and social network sites (SNS). Using the assumption that a web-based space is an activity system in which learning occurs, typical features of the components were investigated and each activity system then…

A review of assertions about the processes and outcomes of social learning in natural resource management.

PubMed

Cundill, G; Rodela, R

2012-12-30

Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

Learning during processing Word learning doesn’t wait for word recognition to finish

PubMed Central

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning may incorporate spurious, partial information. For example, during word recognition, words take time to be identified, and competing words are often active in parallel. If learning proceeds before this competition resolves, representations may be influenced by the preliminary activations present at the time of learning. In three experiments using word learning as a model domain, we provide evidence that learning reflects the ongoing dynamics of auditory and visual processing during a learning event. These results show that learning can occur before stimulus recognition processes are complete; learning does not wait for ongoing perceptual processing to complete. PMID:27471082

Faculty Processes Used to Evaluate Self-Reflective Journals in an Online RN-BSN Program

ERIC Educational Resources Information Center

Polley-Payne, Kathleen E.

2017-01-01

Evaluation of student learning activities is part of the fabric of higher education. Expected by accrediting agencies within the health professions disciplines in curricula aimed at the development of reflective practitioners. Student self-reflecting journaling is a strategy frequently employed as a tool to develop reflective practitioners and…

Looping up Professional Reflection in Honours Programmes

ERIC Educational Resources Information Center

Van Dijk, Trijntje

2012-01-01

Within the Saxion Universities in the Netherlands, a profile of the "Reflective Professional" comprises a number of competencies that the honours programmes are designed to develop and support. This article describes the process of developing these competencies. The process involves three loops of learning, characterized by three sets of…

Traces d'apprentissage (Path of Learning).

ERIC Educational Resources Information Center

Allouche, Victor

1996-01-01

A French professor teaching in Australia, and learning to cope with the distinctive features of Australian English, reflects on second-language learning processes and their implications for language teaching. Topics discussed include verbal versus nonverbal communication, authentic language situations, cultural context, developing…

Analysis of Learning Conceptions Based on Three Modules.

ERIC Educational Resources Information Center

Haygood, E. Langston; Iran-Nejad, Asghar

Three learning modules are described and investigated as they reflect different students' conceptions of and approaches to learning. The Schoolwork Module (SWM) focuses on task performance and involves a passive, incremental, piecemeal, and rote memory method of learning, parallel to what might be implied by the Information Processing model of…

Activating Metacognition through Online Learning Log (OLL)

ERIC Educational Resources Information Center

Kurt, Mustafa

2007-01-01

This study aims to investigate the activation process of metacognition of learners who systematically reflect on their learning using Online Learning Logs (OLL) which were designed to encourage them to think about learning. The study is qualitative and attempts to identify the metacognitive strategies of learners and their attitudes towards OLL.…

"Intercultural Competence" as an Intersubjective Process: A Reply to "Essentialism"

ERIC Educational Resources Information Center

Zhou, Vivien Xiaowei; Pilcher, Nick

2018-01-01

In this paper, we problematise a competence-oriented reflective approach to intercultural education by drawing on four students' reflective essays about their experiential learning experiences on an "Intercultural Competence" (IC) module. Their reflections sometimes evidence much-vaunted IC attributes such as "tolerance" and…

Interrogating History: Promoting Student Activism Using Children's Literature and the Full Circling Process

ERIC Educational Resources Information Center

Long, Trisha Wies

2017-01-01

Adolescents are often disengaged in the learning process, being more focused on social media and self-interest than classroom content. Full circling is a process that can be used to help students collaboratively engage in learning and actively reflect on historical events--especially those that are under reported in history books. In the present…

Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers

ERIC Educational Resources Information Center

Kawinkamolroj, Milintra; Triwaranyu, Charinee; Thongthew, Sumlee

2015-01-01

This research aimed to develop coaching process based on transformative learning theory for changing the mindset about instruction of elementary school teachers. Tools used in this process include mindset tests and questionnaires designed to assess the instructional mindset of teachers and to allow the teachers to reflect on how they perceive…

Recovery of components of memory in post-traumatic amnesia.

PubMed

Leach, Kathleen; Kinsella, Glynda; Jackson, Martin; Matyas, Tom

2006-11-01

Post-traumatic amnesia by definition indicates significant impairment of new learning ability, however very few studies have, examined the natural history and resolution of memory and new learning during PTA. Those studies which have, tended to examine orientation separately from the memory processes required to achieve orientation. Analysis of the order of recovery of the items of the Westmead PTA scale was used to examine recovery of memory and new learning capacity. The results of daily assessment of 34 patients with traumatic brain injury (TBI) on the Westmead PTA scale were analysed for order of recovery. The pattern of rank order of item recovery indicated that Date of Birth recovered consistently first. There was variability in the remaining items, however items reflecting long-term memory tended to recover second and items reflecting simple new learning followed. Recall of all three pictures reflecting complex new learning recovered last. The pattern of recovery of memory and new learning during PTA reflects a number of complex, inter-related variables including; the familiarity with the information, amount of rehearsal both before and since the accident and the number of cues available in the environment.

Active Learning: Qualitative Inquiries into Vocabulary Instruction in Chinese L2 Classrooms

ERIC Educational Resources Information Center

Shen, Helen H.; Xu, Wenjing

2015-01-01

Active learning emerged as a new approach to learning in the 1980s. The core concept of active learning involves engaging students not only in actively exploring knowledge but also in reflecting on their own learning process in order to become more effective learners. Because the nonalphabetic nature of the Chinese writing system makes learning to…

Nursing students' evaluation of quality indicators during learning in clinical practice.

PubMed

Jansson, Inger; Ene, Kerstin W

2016-09-01

A supportive clinical learning environment is important for nursing students' learning. In this study, a contract between a county and a university involving a preceptor model of clinical education for nursing students is described. The aim of this study was to describe nursing students' clinical education based on quality indicators and to describe the students' experiences of what facilitated or hindered the learning process during their clinical practice. During autumn 2012 and spring 2013, 269 student evaluations with quantitative and qualitative answers were filled out anonymously. Quantitative data from the questionnaires concerning the quality indicators: Administration/information, Assessments/examinations and Reflection were processed to generate descriptive statistics that revealed gaps in what the preceptor model demands and what the students reported. The answers from the qualitative questions concerning the quality indicator Learning were analysed using content analysis. Four categories emerged: Independence and responsibility, continuity of learning, time, and the competence and attitudes of the staff. The study underlines that reflection, continuity, communication and feedback were important for the students' learning process, whereas heavy workload among staff and being supervised by many different preceptors were experienced as stressful and hindering by students. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reading: Cognitive Input and Output.

ERIC Educational Resources Information Center

Kopp, Harriet Green

Descriptions of language learning and reading behaviors are presented, in this paper, within the context of a model of cognitive processing that reflects a continuum for the logical procession of language skills in human maturation and learning. Portions of the paper differentiate silent and oral reading in terms of cognitive load, which is a…

Output-Based Instruction, Learning Styles and Vocabulary Learning in the EFL Context of Iran

ERIC Educational Resources Information Center

Rastegar, Behnaz; Safari, Fatemeh

2017-01-01

Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL) learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this…

Perspectives on Learning: Methodologies for Exploring Learning Processes and Outcomes

ERIC Educational Resources Information Center

Goldman, Susan R.

2014-01-01

The papers in this Special Issue were initially prepared for an EARLI 2013 Symposium that was designed to examine methodologies in use by researchers from two sister communities, Learning and Instruction and Learning Sciences. The four papers reflect a common ground in advances in conceptions of learning since the early days of the "cognitive…

Online Reflective Writing Mechanisms and Its Effects on Self-Regulated Learning: A Case of Web-Based Portfolio Assessment System

ERIC Educational Resources Information Center

Liang, Chaoyun; Chang, Chi-Cheng; Shu, Kuen-Ming; Tseng, Ju-Shih; Lin, Chun-Yu

2016-01-01

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called "Website design" at a vocational high school in Taiwan. One class was…

Learning Styles in the e-Learning Environment: The Approaches and Research on Longitudinal Changes

ERIC Educational Resources Information Center

Doulik, Pavel; Skoda, Jiri; Simonova, Ivana

2017-01-01

The paper focuses on the field of learning styles in e-learning. The study is structured in two main parts: (1) a brief overview of traditional approaches to learning styles is presented and their role in the process of instruction is set; this part results in the reflection of current state, when learning styles are considered within e-learning;…

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

PubMed

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

Changes of Attention during Value-Based Reversal Learning Are Tracked by N2pc and Feedback-Related Negativity

PubMed Central

Oemisch, Mariann; Watson, Marcus R.; Womelsdorf, Thilo; Schubö, Anna

2017-01-01

Previously learned reward values can have a pronounced impact, behaviorally and neurophysiologically, on the allocation of selective attention. All else constant, stimuli previously associated with a high value gain stronger attentional prioritization than stimuli previously associated with a low value. The N2pc, an ERP component indicative of attentional target selection, has been shown to reflect aspects of this prioritization, by changes of mean amplitudes closely corresponding to selective enhancement of high value target processing and suppression of high value distractor processing. What has remained unclear so far is whether the N2pc also reflects the flexible and repeated behavioral adjustments needed in a volatile task environment, in which the values of stimuli are reversed often and unannounced. Using a value-based reversal learning task, we found evidence that the N2pc amplitude flexibly and reversibly tracks value-based choices during the learning of reward associated stimulus colors. Specifically, successful learning of current value-contingencies was associated with reduced N2pc amplitudes, and this effect was more apparent for distractor processing, compared with target processing. In addition, following a value reversal the feedback related negativity(FRN), an ERP component that reflects feedback processing, was amplified and co-occurred with increased N2pc amplitudes in trials following low-value feedback. Importantly, participants that showed the greatest adjustment in N2pc amplitudes based on feedback were also the most efficient learners. These results allow further insight into how changes in attentional prioritization in an uncertain and volatile environment support flexible adjustments of behavior. PMID:29163113

Changes of Attention during Value-Based Reversal Learning Are Tracked by N2pc and Feedback-Related Negativity.

PubMed

Oemisch, Mariann; Watson, Marcus R; Womelsdorf, Thilo; Schubö, Anna

2017-01-01

Previously learned reward values can have a pronounced impact, behaviorally and neurophysiologically, on the allocation of selective attention. All else constant, stimuli previously associated with a high value gain stronger attentional prioritization than stimuli previously associated with a low value. The N2pc, an ERP component indicative of attentional target selection, has been shown to reflect aspects of this prioritization, by changes of mean amplitudes closely corresponding to selective enhancement of high value target processing and suppression of high value distractor processing. What has remained unclear so far is whether the N2pc also reflects the flexible and repeated behavioral adjustments needed in a volatile task environment, in which the values of stimuli are reversed often and unannounced. Using a value-based reversal learning task, we found evidence that the N2pc amplitude flexibly and reversibly tracks value-based choices during the learning of reward associated stimulus colors. Specifically, successful learning of current value-contingencies was associated with reduced N2pc amplitudes, and this effect was more apparent for distractor processing, compared with target processing. In addition, following a value reversal the feedback related negativity(FRN), an ERP component that reflects feedback processing, was amplified and co-occurred with increased N2pc amplitudes in trials following low-value feedback. Importantly, participants that showed the greatest adjustment in N2pc amplitudes based on feedback were also the most efficient learners. These results allow further insight into how changes in attentional prioritization in an uncertain and volatile environment support flexible adjustments of behavior.

Learning psychology as a challenging process towards development as well as “studies as usual”: a thematic analysis of medical students’ reflective writing

PubMed Central

Semb, Olof; Kaiser, Niclas; Andersson, Sven-Olof; Sundbom, Elisabet

2014-01-01

Reflective writing in medical training has been shown to be most effective when combined with some form of personal meeting or dialog. During a course in medical psychology for medical students, reflective texts were followed up by an individual personal talk with a teacher from the course. Thematic analysis of the texts revealed four separate sub-themes: 1) the course has enabled me and the class to develop, which is good albeit arduous; 2) understanding myself is a resource in understanding people as well as knowing psychology; 3) the course provided me with new, purely intellectual skills as well as eye-openers; and 4) the receiving teacher is an integral part of my reflective writing. The main theme, capturing the students’ writing process, concluded that students perceive the course as “Learning psychology as a challenging process towards development” as well as “studies as usual”. Ethical, psychological, and pedagogical aspects are discussed in the paper. PMID:25540601

Learning psychology as a challenging process towards development as well as "studies as usual": a thematic analysis of medical students' reflective writing.

PubMed

Semb, Olof; Kaiser, Niclas; Andersson, Sven-Olof; Sundbom, Elisabet

2014-01-01

Reflective writing in medical training has been shown to be most effective when combined with some form of personal meeting or dialog. During a course in medical psychology for medical students, reflective texts were followed up by an individual personal talk with a teacher from the course. Thematic analysis of the texts revealed four separate sub-themes: 1) the course has enabled me and the class to develop, which is good albeit arduous; 2) understanding myself is a resource in understanding people as well as knowing psychology; 3) the course provided me with new, purely intellectual skills as well as eye-openers; and 4) the receiving teacher is an integral part of my reflective writing. The main theme, capturing the students' writing process, concluded that students perceive the course as "Learning psychology as a challenging process towards development" as well as "studies as usual". Ethical, psychological, and pedagogical aspects are discussed in the paper.

Reflection for Meaning and Action as an Engine for Professional Development across Multiple Early Childhood Teacher Education Contexts

ERIC Educational Resources Information Center

Isik-Ercan, Zeynep; Perkins, Kelley

2017-01-01

Drawing from sociocultural theories of learning and literature on reflection in educational contexts, this article describes reflective practices as a meaning-making and action engine to support early childhood education practitioners' professional knowledge, skills, and dispositions. We argue that the process of reflection requires a differential…

Meaning Making: What Reflective Essays Reveal about Biology Students' Conceptions about Natural Selection

ERIC Educational Resources Information Center

Balgopal, Meena M.; Montplaisir, Lisa M.

2011-01-01

The process of reflective writing can play a central role in making meaning as learners process new information and connect it to prior knowledge. An examination of the written discourse can therefore be revealing of learners' cognitive understanding and affective (beliefs, feelings, motivation to learn) responses to concepts. Despite reflective…

Integrating Action and Reflection through Co-operative Inquiry.

ERIC Educational Resources Information Center

Reason, Peter

1999-01-01

Defines co-operative inquiry as a radically participative form of inquiry in which all involved are both co-researchers and co-subjects. Introduces methodology in a layperson's guide. Reflects on the learning process of an inquiry group, especially the process of research cycling, importance of peer group, and the paradoxical self-reflexive…

Physicians' reflections on the personal learning process and the significance of distance learning in family health.

PubMed

Thumé, Elaine; Wachs, Louriele Soares; Soares, Mariangela Uhlmann; Cubas, Marcia Regina; Fassa, Maria Elizabeth Gastal; Tomasi, Elaine; Fassa, Anaclaudia Gastal; Facchini, Luiz Augusto

2016-09-01

The scope of the article is to present the reflections of professionals from the Mais Médicos Program (More Doctors Program) on the significance of the specialization course in Family Health in terms of professional practice and learning the most important concepts. This is an empirically based qualitative study on the statements recorded in the "Critical reflection on their personal learning process" of the final work of the specialization course at the Federal University of Pelotas. For textual analysis, 101 reports were randomly selected from a total of 1,011 reports completed in seven states of the North, Northeast and South of Brazil from June to December 2015. The initial barriers were overcome with tutor support and team integration, with emphasis on teaching tools for the improvement of clinical practice and strategic organization of work and greater understanding of the public health system. Fostering the learning of the Portuguese language and the exchange of experience in the forums were considered valuable positive aspects. Despite the difficulty in Internet access in some municipalities it reaffirmed the central role of ongoing education and the viability of the problem-solving methodology, even from a distance.

[The portfolio in health sciences teacher education: a tool for learning and assessment].

PubMed

Roni, Carolina; Eder, María L; Schwartzman, Gisela

2013-01-01

The Portfolio is an assessment tool of learning that recently appears in academic forums, and since 2008 is part of the University Teacher Education Program (Teaching Training) at University Institute of Hospital Italiano. Was included to allow teachers reflect on their own practices and accompany them in their educational work everyday. This paper shares the evaluative experience focused on the educational value of the writing process of the Portfolio, as long as is a reflection and a learning tool, by the relationship that promotes between theory and practice. Writing promotes psychological processes that enable students gain new meanings of the knowledge and take over them. At the same time, it can attend the construction of practical rationality that governs the ways of intervening in the classroom, because they write and reflect from their own teaching work. They have been introduced changes in the proposed during the course of its implementation to preserve its purposes: to accompany the draft review, jointly define index, etc. Students point that it is high impact training and conclude that writing is re-think about what they have learned, and therefore keep learning.

Personal Learning Journal--Course Design for Using Weblogs in Higher Education

ERIC Educational Resources Information Center

Hain, Stefanie; Back, Andrea

2008-01-01

This paper examines the impact of weblogs on individual learning processes in a university environment. It outlines experiences with weblogs as an instrument of learning reflection or a learning journal. This paper presents an innovative didactical concept based on the Web 2.0 paradigm and evolving technologies. Weblogs have emerged with the…

Reflections on Designing a MPA Service-Learning Component: Lessons Learned

ERIC Educational Resources Information Center

Roman, Alexandru V.

2015-01-01

This article provides the "lessons learned" from the experience of redesigning two sections (face-to-face and online) of a core master of public administration class as a service-learning course. The suggestions made here can be traced to the entire process of the project, from the "seed idea" through its conceptualization and…

Transformative Learning: Immigrant Learners Who Participated in Recognition of Acquired Competencies (RAC)

ERIC Educational Resources Information Center

Moss, Leah; Brown, Andy

2014-01-01

Recognition of Acquired Competencies (RAC) as it is known in Quebec, Canada, or Prior Learning Assessment (PLA), requires a learner to engage in retrospective thought about their learning path, their learning style and their experiential knowledge. This process of critical self-reflection and rigorous analysis by the learner of their prior…

Learning through Artful Knowing

ERIC Educational Resources Information Center

van Meer, Pleuntje

2016-01-01

In this paper, van Meer offers an exploration in the context of action learning doctoral research in which she explores leadership consultancy practice. The purpose is to grow insight on learning as a lived experience. Artful knowing offers a way to learn about life and practice, through a deeply personal, reflective and sense-making process. The…

Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

ERIC Educational Resources Information Center

Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

2015-01-01

In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

Assessing the Unassessable: Making Learning Visible in Undergraduates' Experiences of Scientific Research

ERIC Educational Resources Information Center

Wilson, Anna; Howitt, Susan; Higgins, Denise

2016-01-01

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We…

Transformative Learning and Professional Identity Formation During International Health Electives: A Qualitative Study Using Grounded Theory.

PubMed

Sawatsky, Adam P; Nordhues, Hannah C; Merry, Stephen P; Bashir, M Usmaan; Hafferty, Frederic W

2018-03-27

International health electives (IHEs) are widely available during residency and provide unique experiences for trainees. Theoretical models of professional identity formation and transformative learning may provide insight into residents' experiences during IHEs. The purpose of this study was to explore transformative learning and professional identity formation during resident IHEs and characterize the relationship between transformative learning and professional identity formation. The authors used a constructivist grounded theory approach, with the sensitizing concepts of transformative learning and professional identity formation to analyze narrative reflective reports of residents' IHEs. The Mayo International Health Program supports residents from all specialties across three Mayo Clinic sites. In 2015, the authors collected narrative reflective reports from 377 IHE participants dating from 2001-2014. Reflections were coded and themes were organized into a model for transformative learning during IHEs, focusing on professional identity. Five components of transformative learning were identified during IHEs: a disorienting experience; an emotional response; critical reflection; perspective change; and a commitment to future action. Within the component of critical reflection three domains relating to professional identity were identified: making a difference; the doctor-patient relationship; and medicine in its "purest form." Transformation was demonstrated through perspective change and a commitment to future action, including continued service, education, and development. IHEs provide rich experiences for transformative learning and professional identity formation. Understanding the components of transformative learning may provide insight into the interaction between learner, experiences, and the influence of mentors in the process of professional identity formation.

Does formal complexity reflect cognitive complexity? Investigating aspects of the Chomsky Hierarchy in an artificial language learning study.

PubMed

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2015-01-01

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes.

Does Formal Complexity Reflect Cognitive Complexity? Investigating Aspects of the Chomsky Hierarchy in an Artificial Language Learning Study

PubMed Central

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2015-01-01

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes. PMID:25885790

Identity, Values, and Reflection: Shaping (and Being Shaped) through Assessment

ERIC Educational Resources Information Center

Isabella, Marcy; McGovern, Heather

2018-01-01

Outlining one program's history of outcomes-based assessment, the authors examine the relationships among assessment practices, program identity, and program values. Understanding the ways in which past processes of identifying learning outcomes reflected, and failed to reflect, shared values points us toward a new set of strategies for developing…

Focus on Learning: Reflective Learners & Feedback

ERIC Educational Resources Information Center

Bard, Rose

2014-01-01

Reflecting simply put is the act of thinking about something while seeking a deeper level of understanding. Reflective practice is applying this thinking systematically by making questions, collecting data, and analysing it in order, not to prove something, but to comprehend and act upon reality. It is also an ongoing process that involves…

IMPLEMENTATION AND SUSTAINABILITY OF CHILD-PARENT PSYCHOTHERAPY: THE ROLE OF REFLECTIVE CONSULTATION IN THE LEARNING COLLABORATIVE MODEL.

PubMed

Noroña, Carmen Rosa; Acker, Michelle L

2016-11-01

Recent implementation science in mental health has focused on identifying the most effective strategies to disseminate and implement evidence-based treatments (EBTs) into real-world practice settings. The learning collaborative training methodology and its use of expert trainers/consultants have become increasingly popular as one of these approaches. Moreover, there is preliminary evidence that ongoing expert consultation may increase the adoption, learning, and sustainability of EBTs by an already practicing workforce and, consequently, help trainers, practitioners, and organizations address implementation barriers. This article describes the authors' experiences in facilitating Child-Parent Psychotherapy (CPP) training and explores the role of reflective clinical consultation as an active process that supports the implementation of a rich, but complex, model that requires sophisticated knowledge and skills from practitioners. It examines the intricate range of the CPP consultant's functions, which ultimately support clinicians' reflective practice as they learn and adopt this EBT. Reflective consultation is proposed as an essential component for the integration of knowledge, experience, and emotions in practitioners and as a catalyst for organizational change. Using their voices as trainers-consultants and those of their trainees, the authors discuss the implications of reflective consultation for the effective implementation and sustainability of CPP. Reflections are offered on lessons learned. © 2016 Michigan Association for Infant Mental Health.

An eye movement pre-training fosters the comprehension of processes and functions in technical systems

PubMed Central

Skuballa, Irene T.; Fortunski, Caroline; Renkl, Alexander

2015-01-01

The main research goal of the present study was to investigate in how far pre-training eye movements can facilitate knowledge acquisition in multimedia (pre-training principle). We combined considerations from research on eye movement modeling and pre-training to design and test a non-verbal eye movement-based pre-training. Participants in the experimental condition watched an animated circle moving in close spatial resemblance to a static visualization of a solar plant accompanied by a narration in a subsequently presented learning environment. This training was expected to foster top-down processes as reflected in gaze behavior during the learning process and enhance knowledge acquisition. We compared two groups (N = 45): participants in the experimental condition received pre-training in a first step and processed the learning material in a second step, whereas the control group underwent the second step without any pre-training. The pre-training group outperformed the control group in their learning outcomes, particularly in knowledge about processes and functions of the solar plant. However, the superior learning outcomes in the pre-training group could not be explained by eye-movement patterns. Furthermore, the pre-training moderated the relationship between experienced stress and learning outcomes. In the control group, high stress levels hindered learning, which was not found for the pre-training group. On a delayed posttest participants were requested to draw a picture of the learning content. Despite a non-significant effect of training on the quality of drawings, the pre-training showed associations between learning outcomes at the first testing time and process-related aspects in the quality of their drawings. Overall, non-verbal pre-training is a successful instructional intervention to promote learning processes in novices although these processes did not directly reflect in learners' eye movement behavior during learning. PMID:26029138

Virtual Patients in Primary Care: Developing a Reusable Model That Fosters Reflective Practice and Clinical Reasoning

PubMed Central

Zary, Nabil; Björklund, Karin; Toth-Pal, Eva; Leanderson, Charlotte

2014-01-01

Background Primary care is an integral part of the medical curriculum at Karolinska Institutet, Sweden. It is present at every stage of the students’ education. Virtual patients (VPs) may support learning processes and be a valuable complement in teaching communication skills, patient-centeredness, clinical reasoning, and reflective thinking. Current literature on virtual patients lacks reports on how to design and use virtual patients with a primary care perspective. Objective The objective of this study was to create a model for a virtual patient in primary care that facilitates medical students’ reflective practice and clinical reasoning. The main research question was how to design a virtual patient model with embedded process skills suitable for primary care education. Methods The VP model was developed using the Open Tufts University Sciences Knowledgebase (OpenTUSK) virtual patient system as a prototyping tool. Both the VP model and the case created using the developed model were validated by a group of 10 experienced primary care physicians and then further improved by a work group of faculty involved in the medical program. The students’ opinions on the VP were investigated through focus group interviews with 14 students and the results analyzed using content analysis. Results The VP primary care model was based on a patient-centered model of consultation modified according to the Calgary-Cambridge Guides, and the learning outcomes of the study program in medicine were taken into account. The VP primary care model is based on Kolb’s learning theories and consists of several learning cycles. Each learning cycle includes a didactic inventory and then provides the student with a concrete experience (video, pictures, and other material) and preformulated feedback. The students’ learning process was visualized by requiring the students to expose their clinical reasoning and reflections in-action in every learning cycle. Content analysis of the focus group interviews showed good acceptance of the model by students. The VP was regarded as an intermediate learning activity and a complement to both the theoretical and the clinical part of the education, filling out gaps in clinical knowledge. The content of the VP case was regarded as authentic and the students appreciated the immediate feedback. The students found the structure of the model interactive and easy to follow. The students also reported that the VP case supported their self-directed learning and reflective ability. Conclusions We have built a new VP model for primary care with embedded communication training and iterated learning cycles that in pilot testing showed good acceptance by students, supporting their self-directed learning and reflective thinking. PMID:24394603

Nowcasting Cloud Fields for U.S. Air Force Special Operations

DTIC Science & Technology

2017-03-01

application of Bayes’ Rule offers many advantages over Kernel Density Estimation (KDE) and other commonly used statistical post-processing methods...reflectance and probability of cloud. A statistical post-processing technique is applied using Bayesian estimation to train the system from a set of past...nowcasting, low cloud forecasting, cloud reflectance, ISR, Bayesian estimation, statistical post-processing, machine learning 15. NUMBER OF PAGES

Impact of Learner's Characteristics and Learning Behaviour on Learning Performance during a Fully Online Course

ERIC Educational Resources Information Center

Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

2014-01-01

A fully online learning environment requires effective learning management in order to promote pro-active education. Since student's notes are a reflection of the progress of their education, analysis of notes taken can be used to track the learning process of students who participate in fully online courses. This paper presents the causal…

Action Learning. A Guide for Professional, Management and Educational Development. Second Edition.

ERIC Educational Resources Information Center

McGill, Ian; Beaty, Liz

Action learning is a process of learning and reflection that happens with the support of a group of colleagues ("set") working with real problems with the intention of getting things done. This guide is for those who want to practice action learning. It can be used to introduce the concepts of action learning to others and as a manual…

Making Information Systems Less Scrugged: Reflecting on the Processes of Change in Teaching and Learning

ERIC Educational Resources Information Center

Houghton, Luke; Ruth, Alison

2010-01-01

Deep and shallow learner approaches are useful for different purposes. Shallow learning can be good where fact memorization is appropriate, learning how to swim or play the guitar for example. Deep learning is much more appropriate when the learning material present involves going beyond simple facts and into what lies below the surface. When…

Enhancing reflective practice through online learning: impact on clinical practice

PubMed Central

Sim, J; Radloff, A

2008-01-01

Purpose Traditionally, radiographers and radiation therapists function in a workplace environment that is protocol-driven with limited functional autonomy. The workplace promotes a culture of conformity and discourages practitioners from reflective and critical thinking, essential attributes for continuing learning and advancing workplace practices. As part of the first author’s doctoral study, a continuing professional development (CPD) educational framework was used to design and implement an online module for radiation therapists’ CPD activities. The study aimed to determine if it is possible to enhance healthcare practitioners’ reflective practice via online learning and to establish the impact of reflective learning on clinical practice. Materials and methods The objectives of the online module were to increase radiation therapists’ knowledge in planning for radiation therapy for the breast by assisting them engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists (twenty-six participants) from Australia, New Zealand and Canada. Results The online module was evaluated using Kirkpatrick’s four-level evaluation model. Evidence indicated that participants were empowered as a result of participation in the module. They began reflecting in the workplace while assuming a more proactive role and increased clinical responsibilities, engaged colleagues in collaborative reflections and adopted evidence-based approaches in advancing clinical practices. Conclusion The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework. Participants were able to apply the reflective learning they had developed in their workplace. As a result of their learning, they felt empowered to continue to effect changes in their workplace beyond the cessation of the online module. PMID:21614319

Service Learning: An Action Oriented Program Evaluation

ERIC Educational Resources Information Center

Kelley, George

2013-01-01

Service learning is an academic discipline that provides students with "hands-on" opportunities for developing skills in real-world, community-based projects that serve and benefit community members. This dissertation reflects an action-oriented process for improving the quality of the Service Learning Program at City University of…

A Novel Group Engagement Score for Virtual Learning Environments

ERIC Educational Resources Information Center

Castellanos, Jorge; Haya, Pablo A.; Urquiza-Fuentes, Jaime

2017-01-01

STEM (Science, Technology, Engineering, and Math) education is currently receiving much attention from governments and educational institutions. Our work is based on active learning and video-based learning approaches to support STEM education. Here, we aimed to increase students' engagement through reflective processes that embrace video…

What if Teachers Learn in the Classroom?

ERIC Educational Resources Information Center

Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi

2016-01-01

This study focuses on exploring teacher learning in terms of teachers' professional agency embedded in the classroom. Teachers' sense of professional agency is related to perceiving instruction as a bidirectional process, use of students as a resource for professional learning and continuous reflection on teaching practices. Accordingly, the…

Reflecting on our practice: an evaluation of Balint groups for medical students in psychiatry.

PubMed

Parker, Stephen D; Leggett, Andrew

2014-04-01

This paper qualitatively evaluates a one-year trial of Balint clinical reflection groups for medical students in psychiatry at a large Australian tertiary referral hospital. The trial considered whether clinical reflection groups following the Balint process would be perceived as useful and relevant to the learning needs of the student participants. A grounded theory approach was undertaken. This included survey data, thematic analysis of written feedback, and facilitator reflection on the process. Facilitators adapted the group process in response to participants' needs. These modifications included: increased education regarding the Balint process; the introduction of co-presenters; and the inclusion of a didactic summary following each session. The evaluation suggested that fidelity of the Balint group experience was achieved and that student attitudes were neutral to mildly positive regarding the educational experience. Balint groups are potentially useful to medical students in the Australian context. We suggest that Balint groups may be more useful when applied in less alienating learning environments, such as during general practice rotations. Emphasis is placed on the need to maintain a dynamic approach by adapting the group and the educational processes as the work unfolds.

Effective learning among elite football players: the development of a football-specific self-regulated learning questionnaire.

PubMed

Toering, Tynke; Jordet, Geir; Ripegutu, Anders

2013-01-01

The present study aimed to develop a football-specific self-report instrument measuring self-regulated learning in the context of daily practice, which can be used to monitor the extent to which players take responsibility for their own learning. Development of the instrument involved six steps: 1. Literature review based on Zimmerman's (2006) theory of self-regulated learning, 2. Item generation, 3. Item validation, 4. Pilot studies, 5. Exploratory factor analysis (EFA), and 6. Confirmatory factor analysis (CFA). The instrument was tested for reliability and validity among 204 elite youth football players aged 13-16 years (Mage = 14.6; s = 0.60; 123 boys, 81 girls). The EFA indicated that a five-factor model fitted the observed data best (reflection, evaluation, planning, speaking up, and coaching). However, the CFA showed that a three-factor structure including 22 items produced a satisfactory model fit (reflection, evaluation, and planning; non-normed fit index [NNFI] = 0.96, comparative fit index [CFI] = 0.95, root mean square error of approximation [RMSEA] = 0.067). While the self-regulation processes of reflection, evaluation, and planning are strongly related and fit well into one model, other self-regulated learning processes seem to be more individually determined. In conclusion, the questionnaire developed in this study is considered a reliable and valid instrument to measure self-regulated learning among elite football players.

Improving the Students' Spiritual Intelligence in English Writing through Whole Brain Learning

ERIC Educational Resources Information Center

Santoso, Didik

2016-01-01

The objective of this research was to improve the students' spiritual intelligence in English writing through Whole Brain Learning strategy. Therefore, this study was conducted as a classroom action research. The research pocedure followed the cyclonic process of planning, action, observation, and reflection. This process was preceeded by…

Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.

PubMed

Backhouse, Mark; Fitzpatrick, Michael; Hutchinson, Joseph; Thandi, Charankumal S; Keenan, Iain D

2017-01-01

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The learning process of capita selecta based on journals review

NASA Astrophysics Data System (ADS)

Diniaty, Artina; Febriana, Beta Wulan; Arlianty, Widinda Normalia

2017-03-01

The learning process on capita selecta subject of Chemistry Education Department, Islamic University of Indonesia, was carried out based on reviewing of journals in chemistry and chemistry education scopes. The learning process procedure included planning, implementation and reflection. The purposes of learning were 1) students got an insight into the trend research in chemistry and chemistry education scopes, 2) students knew how to access and search journals, 3) increased students learning motivation on reading scientific journals, 4) students had be trained for reviewing scientific journals, and inspiring students to think about research ideas, performed research and publishing in scientific journals. The result showed that the students' responses in this learning were good.

Social learning: medical student perceptions of geriatric house calls.

PubMed

Abbey, Linda; Willett, Rita; Selby-Penczak, Rachel; McKnight, Roberta

2010-01-01

Bandura's social learning theory provides a useful conceptual framework to understand medical students' perceptions of a house calls experience at Virginia Commonwealth University School of Medicine. Social learning and role modeling reflect Liaison Committee on Medical Education guidelines for "Medical schools (to) ensure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students." This qualitative study reports findings from open-ended survey questions from 123 medical students who observed a preceptor during house calls to elderly homebound patients. Their comments included reflections on the medical treatment as well as interactions with family and professional care providers. Student insights about the social learning process they experienced during house calls to geriatric patients characterized physician role models as dedicated, compassionate, and communicative. They also described patient care in the home environment as comprehensive, personalized, more relaxed, and comfortable. Student perceptions reflect an appreciation of the richness and complexity of details learned from home visits and social interaction with patients, families, and caregivers.

Reflecting on Reflection: A Case Study of One Teacher's Early-Career Professional Learning

ERIC Educational Resources Information Center

Attard, Karl; Armour, Kathleen

2006-01-01

Background: It is widely claimed that critical reflection upon experience is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about the benefits of reflection both for the teacher as person and professional; however, there is a lack of in-depth research on the reflective…

Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

Cognitive Learning Styles as Reflected in the Test Makeup of English Instructors

ERIC Educational Resources Information Center

Majid, Al-Quran

2007-01-01

The cognitive learning style is an indispensable variable in the composite of the teaching-learning process. Pedagogically, it can be useful if instructors explore what type of learners they are in addition to the mode of learning preference their students depict. This can bridge the gap between training and evaluating procedures. The study…

The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection

ERIC Educational Resources Information Center

Ehrlin, Anna; Insulander, Eva; Sandberg, Anette

2016-01-01

The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample…

Contemplating Regretted Messages: Learning-Oriented, Repair-Oriented, and Emotion-Focused Reflection

ERIC Educational Resources Information Center

Meyer, Janet R.

2013-01-01

Regretted messages provide speakers an opportunity to learn. Whether learning occurs should depend upon how the incident is processed. This study had two objectives: (a) to determine how the goal a message conflicts with and seriousness influence the emotion(s) evoked; and (b) to determine which variables predict adoption of learning-oriented,…

Reflections on a Primary School Teacher Professional Development Programme on Learning English through Process Drama

ERIC Educational Resources Information Center

To, Lai-wa Dora; Chan, Yuk-lan Phoebe; Lam, Yin Krissy; Tsang, Shuk-kuen Yvonne

2011-01-01

This article documents the authors' reflections on a teacher professional development programme conducted in 38 Hong Kong primary schools on the teaching of English through Process Drama. The authors draw upon the views of school principals, subject panel head teachers, English teachers, students and parents in focus group interviews to examine…

Through the looking glass: how reflective learning influences the development of young faculty members.

PubMed

Higgins, Stacy; Bernstein, Lisa; Manning, Kimberly; Schneider, Jason; Kho, Anna; Brownfield, Erica; Branch, William T

2011-01-01

Faculty development is needed that will influence clinical teachers to better enable them to transmit humanistic values to their learners and colleagues. We sought to understand the processes whereby reflective learning influenced professional growth in a convenience sample of young faculty members. We analyzed appreciative inquiry narratives written over 4 years using the constant comparative method to identify major underlying themes and develop hypotheses concerning how reflective learning influenced participants in the faculty development program. Six of the participants and the facilitator were participant observers in the qualitative analysis. Group support, validation, and cohesion led to adoption of common values that informed the professional development of the participants over 4 years of the study. Common values influenced the group members as they progressed in their careers. Faculty development programs that focus on humanism and reflective learning can facilitate the growth of young faculty members by influencing their values and attitudes at crucial phases of their careers.

Analyzing the Effects of Context-Aware Mobile Design Principles on Student Learning

ERIC Educational Resources Information Center

Seneca, Eric

2014-01-01

The adoption of mobile technology is rapidly transforming how individuals obtain information. Learning occurs when content is accessed in a recursive process of awareness, exploration, reflection and resolution within one's social context. Specifically, the most visible, current definitions of mobile learning provide an overview of the learning…

Storywork: Autobiographical Learning in Later Life

ERIC Educational Resources Information Center

Randall, William

2010-01-01

By honoring the narrative complexity of personal identity, adult educators can assist older persons in the process of autobiographical learning, that is, learning about themselves and from themselves by reflecting on the stories through which they have defined themselves across the years. In this chapter, the author aims to sketch a conceptual…

Transformational Learning and Community Development: Early Reflections on Professional and Community Engagement at Macquarie University

ERIC Educational Resources Information Center

Rawlings-Sanaei, Felicity; Sachs, Judyth

2014-01-01

Professional and Community Engagement (PACE) at Macquarie University offers undergraduate students experiential learning opportunities with local, regional, and international partners. In PACE projects, students work toward meeting the partner's organizational goals while they develop their capabilities, learn through the process of engagement,…

Streaming Video to Enhance Students' Reflection in Dance Education

ERIC Educational Resources Information Center

Leijen, Ali; Lam, Ineke; Wildschut, Liesbeth; Simons, P. Robert-Jan; Admiraal, Wilfried

2009-01-01

This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students' daily reflection activities in a composition course and a ballet course. To support dance students' reflection processes streaming video was applied as follows: video…

The Possum Story: Reflections of an Early Childhood Drama Teacher

ERIC Educational Resources Information Center

Deans, Jan; Brown, Robert; Young, Sarah

2007-01-01

Support for reflective practice (Dewey, 1910; Schon, 1983) as a way of reviewing, articulating and informing practice, is well-established within teacher education and research, though there is still much to learn from the individual experience of the practitioner who grapples with the reflective process. This paper highlights the deliberations of…

Using Technology for Enhancing Reflective Writing, Metacognition and Learning

ERIC Educational Resources Information Center

Mair, Carolyn

2012-01-01

There exists broad agreement on the value of reflective practice for personal and professional development. However, many students in higher education (HE) struggle with the concept of reflection, so they do not engage well with the process, and its full value is seldom realised. An online resource was developed to facilitate and structure the…

Self-Reflective Journaling: A Tool for Assessment

ERIC Educational Resources Information Center

Giguere, Miriam

2012-01-01

This article outlines suggestions for the use of self-reflective journaling as an assessment method in dance technique classes. The use of self-reflection makes assessment a part of the learning process, not an imposed evaluation of a student's final product, particularly when it is related to personal goal setting. The article provides practical…

Reflecting on Reflection: Improving Teachers' Readiness to Facilitate Participatory Learning with Young Children

ERIC Educational Resources Information Center

McLeod, Naomi

2015-01-01

This paper explores whether teachers' habits and assumptions about their practice can be enhanced by continued professional development through nurturing self-awareness of lived experiences. Within the paper a practical understanding of critical reflection as a process is explored and particular attention is given to Moon's assertion that one…

The time course of episodic associative retrieval: electrophysiological correlates of cued recall of unimodal and crossmodal pair-associate learning.

PubMed

Tibon, Roni; Levy, Daniel A

2014-03-01

Little is known about the time course of processes supporting episodic cued recall. To examine these processes, we recorded event-related scalp electrical potentials during episodic cued recall following pair-associate learning of unimodal object-picture pairs and crossmodal object-picture and sound pairs. Successful cued recall of unimodal associates was characterized by markedly early scalp potential differences over frontal areas, while cued recall of both unimodal and crossmodal associates were reflected by subsequent differences recorded over frontal and parietal areas. Notably, unimodal cued recall success divergences over frontal areas were apparent in a time window generally assumed to reflect the operation of familiarity but not recollection processes, raising the possibility that retrieval success effects in that temporal window may reflect additional mnemonic processes beyond familiarity. Furthermore, parietal scalp potential recall success differences, which did not distinguish between crossmodal and unimodal tasks, seemingly support attentional or buffer accounts of posterior parietal mnemonic function but appear to constrain signal accumulation, expectation, or representational accounts.

Reflexive photography: an alternative method for documenting the learning process of cultural competence.

PubMed

Amerson, Roxanne; Livingston, Wade G

2014-04-01

This qualitative descriptive study used reflexive photography to evaluate the learning process of cultural competence during an international service-learning project in Guatemala. Reflexive photography is an innovative qualitative research technique that examines participants' interactions with their environment through their personal reflections on images that they captured during their experience. A purposive sample of 10 baccalaureate nursing students traveled to Guatemala, where they conducted family and community assessments, engaged in home visits, and provided health education. Data collection involved over 100 photographs and a personal interview with each student. The themes developed from the photographs and interviews provided insight into the activities of an international experience that influence the cognitive, practical, and affective learning of cultural competence. Making home visits and teaching others from a different culture increased students' transcultural self-efficacy. Reflexive photography is a more robust method of self-reflection, especially for visual learners.

Neural mechanisms of human perceptual learning: electrophysiological evidence for a two-stage process.

PubMed

Hamamé, Carlos M; Cosmelli, Diego; Henriquez, Rodrigo; Aboitiz, Francisco

2011-04-26

Humans and other animals change the way they perceive the world due to experience. This process has been labeled as perceptual learning, and implies that adult nervous systems can adaptively modify the way in which they process sensory stimulation. However, the mechanisms by which the brain modifies this capacity have not been sufficiently analyzed. We studied the neural mechanisms of human perceptual learning by combining electroencephalographic (EEG) recordings of brain activity and the assessment of psychophysical performance during training in a visual search task. All participants improved their perceptual performance as reflected by an increase in sensitivity (d') and a decrease in reaction time. The EEG signal was acquired throughout the entire experiment revealing amplitude increments, specific and unspecific to the trained stimulus, in event-related potential (ERP) components N2pc and P3 respectively. P3 unspecific modification can be related to context or task-based learning, while N2pc may be reflecting a more specific attentional-related boosting of target detection. Moreover, bell and U-shaped profiles of oscillatory brain activity in gamma (30-60 Hz) and alpha (8-14 Hz) frequency bands may suggest the existence of two phases for learning acquisition, which can be understood as distinctive optimization mechanisms in stimulus processing. We conclude that there are reorganizations in several neural processes that contribute differently to perceptual learning in a visual search task. We propose an integrative model of neural activity reorganization, whereby perceptual learning takes place as a two-stage phenomenon including perceptual, attentional and contextual processes.

Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method

NASA Astrophysics Data System (ADS)

Yuk Chan, Cecilia Ka

2012-08-01

Experiential learning pedagogy is taking a lead in the development of graduate attributes and educational aims as these are of prime importance for society. This paper shows a community service experiential project conducted in China. The project enabled students to serve the affected community in a post-earthquake area by applying their knowledge and skills. This paper documented the students' learning process from their project goals, pre-trip preparations, work progress, obstacles encountered to the final results and reflections. Using the data gathered from a focus group interview approach, the four components of Kolb's learning cycle, the concrete experience, reflection observation, abstract conceptualisation and active experimentation, have been shown to transform and internalise student's learning experience, achieving a variety of learning outcomes. The author will also explore how this community service type of experiential learning in the engineering discipline allowed students to experience deep learning and develop their graduate attributes.

The evaluation of reflective learning from the nursing student's point of view: A mixed method approach.

PubMed

Fernández-Peña, Rosario; Fuentes-Pumarola, Concepció; Malagón-Aguilera, M Carme; Bonmatí-Tomàs, Anna; Bosch-Farré, Cristina; Ballester-Ferrando, David

2016-09-01

Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students. To assess nursing students' perceptions of the usefulness and challenges of RL methodology. Mixed method design, using a cross-sectional questionnaire and focus group discussion. The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion. Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria. In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria. Copyright © 2016 Elsevier Ltd. All rights reserved.

[The assessment of simulation practice learning in nursing education as feedback].

PubMed

dos Santos, Mateus Casanova; Leite, Maria Cecília Lorea

2010-09-01

This paper is a theoretical and reflective work that emerged as a cutting from a case study with qualitative, descriptive and participative approach. It refers to a research project entitled "Study of the Evaluation on Simulation Learning Trigger", carried out by the Morphofunctional Laboratory at the Nursing School from Federal University of Pelotas, Rio Grande do Sul, Brazil. The goal is to demonstrate the importance of the assessment of simulation practice learning as a feedback for the improvement and planning of education. Simulation is an attempt to reproduce the essential features of a real clinical setting. It identifies the assessment of learning as a potential curricular space for the reevaluation of the teaching-learning process and educational planning. The interdisciplinarity inherent in health issues need to be integrated to the processes of thinking feeling and executing nursing teaching practices in order to direct it to completeness, universality in health and to critical, reflective and self-directed training.

Factors confounding the assessment of reflection: a critical review

PubMed Central

2011-01-01

Background Reflection on experience is an increasingly critical part of professional development and lifelong learning. There is, however, continuing uncertainty about how best to put principle into practice, particularly as regards assessment. This article explores those uncertainties in order to find practical ways of assessing reflection. Discussion We critically review four problems: 1. Inconsistent definitions of reflection; 2. Lack of standards to determine (in)adequate reflection; 3. Factors that complicate assessment; 4. Internal and external contextual factors affecting the assessment of reflection. Summary To address the problem of inconsistency, we identified processes that were common to a number of widely quoted theories and synthesised a model, which yielded six indicators that could be used in assessment instruments. We arrived at the conclusion that, until further progress has been made in defining standards, assessment must depend on developing and communicating local consensus between stakeholders (students, practitioners, teachers, supervisors, curriculum developers) about what is expected in exercises and formal tests. Major factors that complicate assessment are the subjective nature of reflection's content and the dependency on descriptions by persons being assessed about their reflection process, without any objective means of verification. To counter these validity threats, we suggest that assessment should focus on generic process skills rather than the subjective content of reflection and where possible to consider objective information about the triggering situation to verify described reflections. Finally, internal and external contextual factors such as motivation, instruction, character of assessment (formative or summative) and the ability of individual learning environments to stimulate reflection should be considered. PMID:22204704

The Use of Eye Movements in the Study of Multimedia Learning

ERIC Educational Resources Information Center

Hyona, Jukka

2010-01-01

This commentary focuses on the use of the eye-tracking methodology to study cognitive processes during multimedia learning. First, some general remarks are made about how the method is applied to investigate visual information processing, followed by a reflection on the eye movement measures employed in the studies published in this special issue.…

Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

ERIC Educational Resources Information Center

Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

2015-01-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

Learning to integrate versus inhibiting information is modulated by age.

PubMed

Cappelletti, Marinella; Pikkat, Helen; Upstill, Emily; Speekenbrink, Maarten; Walsh, Vincent

2015-02-04

Cognitive training aiming at improving learning is often successful, but what exactly underlies the observed improvements and how these differ across the age spectrum are currently unknown. Here we asked whether learning in young and older people may reflect enhanced ability to integrate information required to perform a cognitive task or whether it may instead reflect the ability to inhibit task-irrelevant information for successful task performance. We trained 30 young and 30 aging human participants on a numerosity discrimination task known to engage the parietal cortex and in which cue-integration and inhibitory abilities can be distinguished. We coupled training with parietal, motor, or sham transcranial random noise stimulation, known for modulating neural activity. Numerosity discrimination improved after training and was maintained long term, especially in the training + parietal stimulation group, regardless of age. Despite the quantitatively similar improvement in the two age groups, the content of learning differed remarkably: aging participants improved more in inhibitory abilities, whereas younger subjects improved in cue-integration abilities. Moreover, differences in the content of learning were reflected in different transfer effects to untrained but related abilities: in the younger group, improvements in cue integration paralleled improvements in continuous quantity (time and space), whereas in the elderly group, improvements in numerosity-based inhibitory abilities generalized to other measures of inhibition and corresponded to a decline in space discrimination, possibly because conflicting learning resources are used in numerosity and continuous quantity processing. These results indicate that training can enhance different, age-dependent cognitive processes and highlight the importance of identifying the exact processes underlying learning for effective training programs. Copyright © 2015 the authors 0270-6474/15/352213-13$15.00/0.

[Learning Portfolio: A New Strategy in Health Education].

PubMed

Cheng, Yi-Chuan; Chen, Ching-Ju; Chang, Yu-Shan; Huang, Li-Chi

2015-12-01

Health education is the teaching by healthcare professionals of healthcare-related knowledge and skills to students in order that these students learn to help patients self-manage their disease and maintain health. This article introduces a new strategy in health education known as the learning portfolio and presents the theoretical basis and function of the learning portfolio and the current application of this approach in academic and health education. The learning portfolio is a learner-centric approach that collects evidence related to an individual's learning process systematically. This approach helps educators understand learner needs and conditions, while allowing the learner to observe his / her learning process in a manner that promotes self-reflection, continual inspection, and behavioral modification throughout the learning process. The results enhance the motivation of learners and strengthen their care confidence in accomplishing learning tasks.

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning

PubMed Central

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-01-01

Background Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. Methods 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Results Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20 – 60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1 – 3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. Conclusion The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task. PMID:17397544

Exploring students' perceptions on the use of significant event analysis, as part of a portfolio assessment process in general practice, as a tool for learning how to use reflection in learning.

PubMed

Grant, Andrew J; Vermunt, Jan D; Kinnersley, Paul; Houston, Helen

2007-03-30

Portfolio learning enables students to collect evidence of their learning. Component tasks making up a portfolio can be devised that relate directly to intended learning outcomes. Reflective tasks can stimulate students to recognise their own learning needs. Assessment of portfolios using a rating scale relating to intended learning outcomes offers high content validity. This study evaluated a reflective portfolio used during a final-year attachment in general practice (family medicine). Students were asked to evaluate the portfolio (which used significant event analysis as a basis for reflection) as a learning tool. The validity and reliability of the portfolio as an assessment tool were also measured. 81 final-year medical students completed reflective significant event analyses as part of a portfolio created during a three-week attachment (clerkship) in general practice (family medicine). As well as two reflective significant event analyses each portfolio contained an audit and a health needs assessment. Portfolios were marked three times; by the student's GP teacher, the course organiser and by another teacher in the university department of general practice. Inter-rater reliability between pairs of markers was calculated. A questionnaire enabled the students' experience of portfolio learning to be determined. Benefits to learning from reflective learning were limited. Students said that they thought more about the patients they wrote up in significant event analyses but information as to the nature and effect of this was not forthcoming. Moderate inter-rater reliability (Spearman's Rho .65) was found between pairs of departmental raters dealing with larger numbers (20-60) of portfolios. Inter-rater reliability of marking involving GP tutors who only marked 1-3 portfolios was very low. Students rated highly their mentoring relationship with their GP teacher but found the portfolio tasks time-consuming. The inter-rater reliability observed in this study should be viewed alongside the high validity afforded by the authenticity of the learning tasks (compared with a sample of a student's learning taken by an exam question). Validity is enhanced by the rating scale which directly connects the grade given with intended learning outcomes. The moderate inter-rater reliability may be increased if a portfolio is completed over a longer period of time and contains more component pieces of work. The questionnaire used in this study only accessed limited information about the effect of reflection on students' learning. Qualitative methods of evaluation would determine the students experience in greater depth. It would be useful to evaluate the effects of reflective learning after students have had more time to get used to this unfamiliar method of learning and to overcome any problems in understanding the task.

Inquiry-Based Learning Using Everyday Objects: Hands-On Instructional Strategies That Promote Active Learning in Grades 3-8.

ERIC Educational Resources Information Center

Alvarado, Amy Edmonds; Herr, Patricia R.

This book explores the concept of using everyday objects as a process initiated both by students and teachers, encouraging growth in student observation, inquisitiveness, and reflection in learning. After "Introduction: Welcome to Inquiry-Based Learning using Everyday Objects (Object-Based Inquiry), there are nine chapters in two parts. Part 1,…

Problem-based learning: ancient Chinese educational philosophy reflected in a modern educational methodology.

PubMed

Lee, Wai Man; Wong, Frances Kam Yuet; Mok, Esther S B

2004-02-01

Problem-based learning (PBL) has been widely adopted as a strategy by nurse educators all over the world. Many studies have been carried out to examine its process and outcomes. There are few studies discussing the relevance of PBL to students with different cultural background. This study reports the experiences of Chinese students in Hong Kong using PBL and explores if their experiences were compatible with the educational philosophy documented in traditional Chinese literature. The phenomenological approach was used in the treatment of data. The informants were students enrolled in the post-registration nursing degree programme at a university in Hong Kong during 1997-1998. A total of 94 journals were included in the analysis. Seven main themes emerged from the phenomenological analysis. They were the integration of knowing and doing, critical reflection and debate, individuality of learning, self-motivated learning, critical inquiry and independent thinking, timeliness of instruction and cooperative learning. This study provides evidence to show that PBL is an approach that is compatible with the Chinese way of learning. The result of this study shows that aspects of the modern PBL process harken back to an ancient Chinese learning philosophy that underpins Chinese learning today.

Learning through Engaging in Retrospective Reflection on a Change Process in an English Course on Workplace Communication

ERIC Educational Resources Information Center

Lu, Yi-Ling

2017-01-01

This study describes a change process of implementing role-plays in a course on workplace communication in English, and of engaging in retrospective reflection. Considering that English education for nursing students in Taiwan has focused on the development of medical terminology and that students' communicative competence is the main deficiency,…

Preserved learning of novel information in amnesia: evidence for multiple memory systems.

PubMed

Gordon, B

1988-06-01

Four of five patients with marked global amnesia, and others with new learning impairments, showed normal processing facilitation for novel stimuli (nonwords) and/or for familiar stimuli (words) on a word/nonword (lexical) decision task. The data are interpreted as a reflection of the learning capabilities of in-line neural processing stages with multiple, distinct, informational codes. These in-line learning processes are separate from the recognition/recall memory impaired by amygdalohippocampal/dosomedial thalamic damage, but probably supplement such memory in some tasks in normal individuals. Preserved learning of novel information seems incompatible with explanations of spared learning in amnesia that are based on the episodic/semantic or memory/habit distinctions, but is consistent with the procedural/declarative hypothesis.

A Big Data and Learning Analytics Approach to Process-Level Feedback in Cognitive Simulations.

PubMed

Pecaric, Martin; Boutis, Kathy; Beckstead, Jason; Pusic, Martin

2017-02-01

Collecting and analyzing large amounts of process data for the purposes of education can be considered a big data/learning analytics (BD/LA) approach to improving learning. However, in the education of health care professionals, the application of BD/LA is limited to date. The authors discuss the potential advantages of the BD/LA approach for the process of learning via cognitive simulations. Using the lens of a cognitive model of radiograph interpretation with four phases (orientation, searching/scanning, feature detection, and decision making), they reanalyzed process data from a cognitive simulation of pediatric ankle radiography where 46 practitioners from three expertise levels classified 234 cases online. To illustrate the big data component, they highlight the data available in a digital environment (time-stamped, click-level process data). Learning analytics were illustrated using algorithmic computer-enabled approaches to process-level feedback.For each phase, the authors were able to identify examples of potentially useful BD/LA measures. For orientation, the trackable behavior of re-reviewing the clinical history was associated with increased diagnostic accuracy. For searching/scanning, evidence of skipping views was associated with an increased false-negative rate. For feature detection, heat maps overlaid on the radiograph can provide a metacognitive visualization of common novice errors. For decision making, the measured influence of sequence effects can reflect susceptibility to bias, whereas computer-generated path maps can provide insights into learners' diagnostic strategies.In conclusion, the augmented collection and dynamic analysis of learning process data within a cognitive simulation can improve feedback and prompt more precise reflection on a novice clinician's skill development.

2010 CEOS Field Reflectance Intercomparisons Lessons Learned

NASA Technical Reports Server (NTRS)

Thome, Kurtis; Fox, Nigel

2011-01-01

This paper summarizes lessons learned from the 2009 and 2010 joint field campaigns to Tuz Golu, Turkey. Emphasis is placed on the 2010 campaign related to understanding the equipment and measurement protocols, processing schemes, and traceability to SI quantities. Participants in both 2009 and 2010 used an array of measurement approaches to determine surface reflectance. One lesson learned is that even with all of the differences in collection between groups, the differences in reflectance are currently dominated by instrumental artifacts including knowledge of the white reference. Processing methodology plays a limited role once the bi-directional reflectance of the white reference is used rather than a hemispheric-directional value. The lack of a basic set of measurement protocols, or best practices, limits a group s ability to ensure SI traceability and the development of proper error budgets. Finally, rigorous attention to sampling methodology and its impact on instrument behavior is needed. The results of the 2009 and 2010 joint campaigns clearly demonstrate both the need and utility of such campaigns and such comparisons must continue in the future to ensure a coherent set of data that can span multiple sensor types and multiple decades.

Are "High Potential" Executives Capable of Building Learning-Oriented Organisations? Reflections on the French Case

ERIC Educational Resources Information Center

Belet, Daniel

2007-01-01

Purpose: The author's interest in learning organisation development leads him to examine large French companies' practices regarding "high potential" executives policies and to question their selection and development processes and their capabilities to develop learning oriented organisations.The author also tries to explain why most…

Enterprise Education: Learning through Personal Experience

ERIC Educational Resources Information Center

Jones, Colin

2009-01-01

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…

Meaningful Learning and Summative Assessment in Geography Education: An Analysis in Secondary Education in the Netherlands

ERIC Educational Resources Information Center

Bijsterbosch, Erik; van der Schee, Joop; Kuiper, Wilmad

2017-01-01

Enhancing meaningful learning is an important aim in geography education. Also, assessment should reflect this aim. Both formative and summative assessments contribute to meaningful learning when more complex knowledge and cognitive processes are assessed. The internal school-based geography examinations of the final exam in pre-vocational…

[Effective implementation of change into routine work. Thinking over ways and means of a learning experience in cardiology].

PubMed

Angelino, Elisabetta

2014-03-01

Effective implementation of change in patients' care is a substantive problem. Organizational learning is viewed as process of seeking, selecting, and adapting new "routines" to improve performance but learning from experience is not automatic, but rather may result from action and reflection within the organization.

Developing Management Student Cultural Fluency for the Real World: A Situated Cultural Learning Approach

ERIC Educational Resources Information Center

Zhu, Yunxia; Okimoto, Tyler G.; Roan, Amanda; Xu, Henry

2017-01-01

Purpose: To connect students with the real world of management practice, the purpose of this paper is to extend and operationalize the situated cultural learning approach (SiCuLA) through five learning processes occurring within communities of practice. These include integration of cultural contexts, authentic activities, reflections,…

Relationship between University Level and Employment of Language-Learning Strategies: A Study of EAP Learners

ERIC Educational Resources Information Center

Ghafournia, Narjes

2014-01-01

This study scrutinized the relationship between utilizing language-learning strategies and university levels in reading-comprehension process of language learners in Iran. The participants comprised 406 EAP students at three university levels. The findings reflected significant differences among the students in implementing learning strategies.…

Teaching and Learning about Solid Waste: Aspects of Content Knowledge

ERIC Educational Resources Information Center

Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

2007-01-01

This paper investigates aspects of content knowledge related to teaching and learning about solid waste, focusing on the processes of learning and teaching by Elementary School teachers in Brazil, in two modalities of continuing education: courses and school-based meetings. We analyse elements of teachers' reflections whilst referring to three…

Men with Learning Difficulties Doing Research: Challenging Views of Learning Difficulties

ERIC Educational Resources Information Center

Inglis, Pamela A.; Swain, John

2012-01-01

This paper explores the views of men with learning difficulties living in a secure environment. Reflecting findings from a doctoral thesis based upon a research project where the participants looked at the processes and concepts of research, the dialogues within the study were analysed using critical discourse analysis. Thesis aims relevant here…

The Practice of Quality in Assuring Learning in Higher Education

ERIC Educational Resources Information Center

French, Erica; Summers, Jane; Kinash, Shelley; Lawson, Romy; Taylor, Tracy; Herbert, James; Fallshaw, Eveline; Hall, Cathy

2014-01-01

There remains a lack of published empirical data on the substantive outcomes of higher learning and the establishment of quality processes for determining them. Studies that do exist are nationally focused with available rankings of institutions reflecting neither the quality of teaching and learning nor the diversity of institutions. This article…

Some Critical Reflections on Lifelong Learning Policy in Turkey

ERIC Educational Resources Information Center

Sayilan, Fevziye

2015-01-01

This paper discusses the Lifelong Learning Strategy document which was on the agenda during the European Union harmonization process of Turkey. The public policies in the document, regarding non-formal and adult education, will be analyzed. Lifelong Learning strategy became a current issue in the last stage of neoliberal transformation of…

Freedom to Connect: Insight Into the Existential Dimension of Transformative Learning in a Graduate Seminar

ERIC Educational Resources Information Center

Sohn, Brian K.; Plaas, Kristina; Franklin, Karen; Dellard, Tiffany; Murphy, Brenda; Greenberg, Katherine H.; Greenberg, Neil B.; Pollio, Howard R.; Thomas, Sandra P.

2016-01-01

Previous analyses of transformational learning (TL) focused on rational or nonrational processes such as critical reflection on an uncomfortable personal situation or emotional learning. In this phenomenological study, researchers examined existential dimensions of TL. Individual interviews were analyzed to identify the lived experiences of eight…

The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers

ERIC Educational Resources Information Center

Gencel, Ilke Evin; Saracaloglu, A. Seda

2018-01-01

Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum…

The ACCE 2012 Study Tour: Reflections on Reoccurring Themes

ERIC Educational Resources Information Center

Clements, Di; Grover, David; Grover, Pam; Hearne, Dominic; Knipe, Steven; Martin, Kim; Pazzi, Georgina; Pollard, Edward; Prestridge, Sarah

2012-01-01

Transformational leadership is essential in education as it empowers educators to make positive changes to the way they think, feel and act in improving learning for all. Reflection is a vital element of leading the change process. In relation to participating in the ACCE study tour experience, reflection allows one to sit and think about the…

Step Back and Consider: Learning from Reflective Practice in Infant Mental Health

ERIC Educational Resources Information Center

Gatti, Shelley Neilsen; Watson, Christopher L.; Siegel, Carol F.

2011-01-01

Reflective practice is used in different fields such as education and mental health. The educational form of reflective practice has been around since the 1930s (Dewey, as cited in Pedro, 2006); it is a problem-solving process that facilitates examination of behavior and responses to behavior. It takes into consideration multiple factors,…

Teachers' Reflective Practice in the Context of Twenty-First Century Learning: Applying Vagle's Five-Component Post-Intentional Plan for Phenomenological Research

ERIC Educational Resources Information Center

Benade, Leon

2016-01-01

Vagle's "post-intentional phenomenological research approach" applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger…

"Seeing It from a Different Light": Adolescents' Video Reflections about Their Multimodal Compositions

ERIC Educational Resources Information Center

Smith, Blaine E.; Dalton, Bridget

2016-01-01

Although research emphasizes the importance of reflection for productive learning, much of this work has focused on writing as the preferred mode. The goal of this study was to examine how two adolescent composers reflected on their multimodal visions and processes through multimodal means--in particular, how the students remixed research-provided…

Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees

ERIC Educational Resources Information Center

Vijaya Kumari, S. N.; Naik, Savita P.

2016-01-01

Teachers serve education, which is an effective instrument of man making. The teachers learn this art through Preservice teacher education programme. Teaching has been a reflective process from the beginning. Reflection is used in all sectors of teacher education, including Vocational and Adult education, for a number of years. Despite numerous…

The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.

Effectiveness of past and current critical incident analysis on reflective learning and practice change.

PubMed

Vachon, Brigitte; LeBlanc, Jeannette

2011-09-01

Critical incident analysis (CIA) is one of the strategies frequently used to facilitate reflective learning. It involves the thorough description and analysis of an authentic and experienced event within its specific context. However, CIA has also been described as having the potential to expose vulnerabilities, threaten learners' coping mechanisms and increase rather than reduce their anxiety levels. The aim of this study was to compare the analysis of current critical incidents with that of past critical incidents, and to further explore why and how the former is more conducive to reflective learning and practice change than the latter. A collaborative research study was conducted. Eight occupational therapists were recruited to participate in a reflective learning group that convened for 12 meetings held over a 15-month period. The group facilitator planned and adapted the learning strategies to be used to promote reflective learning and guided the group process. Critical incident analysis represented the main activity carried out in the group discussions. The data collected were analysed using the grounded theory method. Three phenomena were found to differentiate between the learning contexts created by the analysis of, respectively, past and current critical incidents: attitudinal disposition; legitimacy of purpose, and the availability of opportunities for experimentation. Analysis of current clinical events was found to improve participants' motivation to self-evaluate, to increase their self-efficacy, and to help them transfer learning into action and to progressively self-regulate. The results of this collaborative research study suggest that the analysis of current clinical events in order to promote reflection offers a safer and more constructive learning environment than does the analysis of incidents that have occurred in the past. This learning strategy is directly grounded in health professional practice. The remaining challenge for continuing education providers is that of creating conditions conducive to its use. © Blackwell Publishing Ltd 2011.

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

PubMed

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

Bioethics education in clinical settings: theory and practice of the dilemma method of moral case deliberation.

PubMed

Stolper, Margreet; Molewijk, Bert; Widdershoven, Guy

2016-07-22

Moral Case Deliberation is a specific form of bioethics education fostering professionals' moral competence in order to deal with their moral questions. So far, few studies focus in detail on Moral Case Deliberation methodologies and their didactic principles. The dilemma method is a structured and frequently used method in Moral Case Deliberation that stimulates methodological reflection and reasoning through a systematic dialogue on an ethical issue experienced in practice. In this paper we present a case-study of a Moral Case Deliberation with the dilemma method in a health care institution for people with an intellectual disability, describing the theoretical background and the practical application of the dilemma method. The dilemma method focuses on moral experiences of participants concerning a concrete dilemma in practice. By an in-depth description of each of the steps of the deliberation process, we elucidate the educational value and didactics of this specific method. The didactics and methodical steps of the dilemma method both supported and structured the dialogical reflection process of the participants. The process shows that the participants learned to recognize the moral dimension of the issue at stake and were able to distinguish various perspectives and reasons in a systematic manner. The facilitator played an important role in the learning process of the participants, by assisting them in focusing on and exploring moral aspects of the case. The reflection and learning process, experienced by the participants, shows competency-based characteristics. The role of the facilitator is that of a Socratic teacher with specific knowledge and skills, fostering reflection, inquiry and dialogue. The specific didactics of the dilemma method is well suited for teaching bioethics in clinical settings. The dilemma method follows an inductive learning approach through a dialogical moral inquiry in which participants develop not only knowledge but also skills, attitude and character. The role of a trained facilitator and a specific view on teaching and practicing ethics are essential when using the dilemma method in teaching health care professionals how to reflect on their own moral issues in practice.

The Improvement of the Learning Process of Basic Disciplines at the Engineering Design.

ERIC Educational Resources Information Center

de Oliveira, Vanderli Fava; Borges, Marcos Martins; Naveiro, Ricardo Manfredi

The goal of this paper is to reflect upon Engineering Education, starting from experiments that have been carried out at the Federal University of Juiz de Fora (UFJF), aiming to improve the learning process of the content of basic drawing disciplines concerned with graphic representation, which are subjects of the initial terms of the courses of…

Building critical reflection skills for lifelong learning in the emergent landscape of a national registration and accreditation scheme.

PubMed

McKauge, Leigh; Stupans, Ieva; Owen, Susanne M; Ryan, Greg; Woulfe, Jim

2011-04-01

In 2010 many of the health disciplines in Australia will be involved in national registration and accreditation, to ensure a more sustainable and flexible health workforce for the future. To this end, in each of the health professions, there is an increasing emphasis on reflective practice and lifelong learning to maintain practice competency. This research focuses on academic teaching and learning in the Pharmacy undergraduate curriculum to develop an indicator tool of graduate practice skills before the student enters the practice internship year. The Graduated Descriptors Competency Tool was developed by means of state, territory, and national stakeholder collaboration. The aim of the project was to assist the scaffolding processes around undergraduate practice teaching and learning. Students on experiential placements have used the tool to demonstrate their current practice skills and the learning required to attain competency during their internship year. Students are guided to develop critical reflection skills for deep understanding and insight into the continued learning and professional development required to maintain long-term health care expertise.

Reflections and unprompted observations by healthcare students of an interprofessional shadowing visit.

PubMed

Wright, Anna; Hawkes, Gillian; Baker, Becky; Lindqvist, Susanne Marie

2012-07-01

This paper reports work from a Centre for Interprofessional Practice in a higher education institution in the UK that offers four levels of interprofessional learning (IPL) to all healthcare students. The second level (IPL2) integrates professional practice into the learning process, requiring students to shadow a qualified healthcare professional (from a different profession) for half a day. Students complete a reflective statement upon their learning experience on their return. A study was undertaken to analyse students' reflective statements in depth to see their observations and reflections on the shadowing visit. Using frame analysis, 160 reflective statements were analyzed, identifying common words and phrases used by students, which were then grouped together under six themes. Three of these related directly to the assignment: communication styles and techniques; communication between healthcare professionals and comparison of students' own and other healthcare professionals' roles. Three themes emerged from student's own interpretation of observations and reflections made during the shadowing of a different professional: attitudes toward other professions; power structures between professionals and patients and between professionals and impact of communication on patient care. Interprofessional shadowing gives students an opportunity to observe communication between healthcare professionals and patients and to reflect on broader issues surrounding collaborative working.

Supporting the scholar role in intensive care nursing.

PubMed

Melles, M; Freudenthal, A; de Ridder, H

2012-01-01

This study investigates how future informatics applications can support and challenge intensive care nurses (ICU nurses) to grow and learn continuously. To this end a research-and-design tool is introduced which is based on a model of the nursing process that starts from the idea that a nurse fulfills three different roles: the role of practitioner (using information immediately to base actions upon), the role of scholar (using information later on to learn from) and the role of human (coping with stress and dealing with emotions). In this paper the focus is on the scholar role. Twenty-eight intensive care staff members from six different hospitals were asked to recount an imposing experience from the perspective of each role. Regarding the scholar role, the participants mentioned 77 learning strategies they adopt for individual as well as organizational learning. Individual learning concerned reflection on former patient cases, reflection on current patient cases to anticipate a change in the patient's condition and reflection on personal behavior and decisions. Organizational learning concerned reflection on former patient cases. Examples of specific strategies were formal team evaluations focused on procedure and understanding the perspective of team members, being present at autopsies, and giving feedback on the nursing skills of colleagues. Based on these strategies design implications are defined for future nursing informatics applications, which will be presented.

Using articulation and inscription as catalysts for reflection: Design principles for reflective inquiry

NASA Astrophysics Data System (ADS)

Loh, Ben Tun-Bin

2003-07-01

The demand for students to engage in complex student-driven and information-rich inquiry investigations poses challenges to existing learning environments. Students are not familiar with this style of work, and lack the skills, tools, and expectations it demands, often forging blindly forward in the investigation. If students are to be successful, they need to learn to be reflective inquirers, periodically stepping back from an investigation to evaluate their work. The fundamental goal of my dissertation is to understand how to design learning environments to promote and support reflective inquiry. I have three basic research questions: how to define this mode of work, how to help students learn it, and understanding how it facilitates reflection when enacted in a classroom. I take an exploratory approach in which, through iterative cycles of design, development, and reflection, I develop principles of design for reflective inquiry, instantiate those principles in the design of a software environment, and test that software in the context of classroom work. My work contributes to the understanding of reflective inquiry in three ways: First, I define a task model that describes the kinds of operations (cognitive tasks) that students should engage in as reflective inquirers. These operations are defined in terms of two basic tasks: articulation and inscription, which serve as catalysts for externalizing student thinking as objects of and triggers for reflection. Second, I instantiate the task model in the design of software tools (the Progress Portfolio). And, through proof of concept pilot studies, I examine how the task model and tools helped students with their investigative classroom work. Finally, I take a step back from these implementations and articulate general design principles for reflective inquiry with the goal of informing the design of other reflective inquiry learning environments. There are three design principles: (1) Provide a designated work space for reflection activities to focus student attention on reflection. (2) Help students create and use artifacts that represent their work and their thinking as a means to create referents for reflection. (3) Support and take advantage of social processes that help students reflect on their own work.

Using Journals to Enhance Learning in Business Classes

ERIC Educational Resources Information Center

Hocking, Deborah E.

2010-01-01

This study investigates the process of using journals that incorporated holistic approaches (cognitive, affective, spiritual, multiple intelligences, and inclusive education) to infuse passion, engage students in deeper reflection, and foster higher level personal skills reflected in the American Institute of Certified Public Accountants' (AICPA)…

Students' Reflections on Mathematics Homework Feedback

ERIC Educational Resources Information Center

Landers, Mara; Reinholz, Daniel

2015-01-01

Homework is considered an important aspect of learning mathematics, but little research has considered how students utilize feedback as part of the homework process. This mixed methods, quasi-experimental study examines how community college students in a developmental intermediate algebra course participated in a feedback reflection activity…

Intelligent fiber optic sensor for solution concentration examination

NASA Astrophysics Data System (ADS)

Borecki, Michal; Kruszewski, Jerzy

2003-09-01

This paper presents the working principles of intelligent fiber-optic intensity sensor used for solution concentration examination. The sensor head is the ending of the large core polymer optical fiber. The head works on the reflection intensity basis. The reflected signal level depends on Fresnel reflection and reflection on suspended matter when the head is submersed in solution. The sensor head is mounted on a lift. For detection purposes the signal includes head submerging, submersion, emerging and emergence is measured. This way the viscosity turbidity and refraction coefficient has an effect on measured signal. The signal forthcoming from head is processed electrically in opto-electronic interface. Then it is feed to neural network. The novelty of presented sensor is implementation of neural network that works in generalization mode. The sensor resolution depends on opto-electronic signal conversion precision and neural network learning accuracy. Therefore, the number and quality of points used for learning process is very important. The example sensor application for examination of liquid soap concentration in water is presented in the paper.

Word Recognition Reflects Dimension-Based Statistical Learning

ERIC Educational Resources Information Center

Idemaru, Kaori; Holt, Lori L.

2011-01-01

Speech processing requires sensitivity to long-term regularities of the native language yet demands listeners to flexibly adapt to perturbations that arise from talker idiosyncrasies such as nonnative accent. The present experiments investigate whether listeners exhibit "dimension-based statistical learning" of correlations between acoustic…

Teaching and Learning with Hypervideo in Vocational Education and Training

ERIC Educational Resources Information Center

Cattaneo, Alberto A. P.; Nguyen, Anh Thu; Aprea, Carmela

2016-01-01

Audiovisuals offer increasing opportunities as teaching-and-learning materials while also confronting educators with significant challenges. Hypervideo provides one means of overcoming these challenges, offering new possibilities for interaction and support for reflective processes. However, few studies have investigated the instructional…

Photographs Generate Knowledge: Reflections on Experiential Learning In/Outside the Social Work Classroom

ERIC Educational Resources Information Center

Bonnycastle, Marleny M.; Bonnycastle, Colin R.

2015-01-01

Building active learning strategies into courses can be risky, but the benefits to students often outweigh the concerns, as in the case presented here. The process began as an attempt to employ experiential learning, through the use of photovoice, to enhance the teaching of an undergraduate social work research course. In later courses it…

The Ghost in the Machine: Are "Teacherless" CALL Programs Really Possible?

ERIC Educational Resources Information Center

Davies, Ted; Williamson, Rodney

1998-01-01

Reflects critically on pedagogical issues in the production of computer-assisted language learning (CALL) courseware and ways CALL has affected the practice of language learning. Concludes that if CALL is to reach full potential, it must be more than a simple medium of information; it should provide a teaching/learning process, with the real…

Reflections of the Role of Motivation on Learning English for Successful College EFL Learners in Taiwan

ERIC Educational Resources Information Center

Cheng, Ching-Mei; Cheng, Tsui-Ping

2012-01-01

While a number of studies have investigated the relationship between motivation and foreign or second language learning outcomes, the process of how such motivation transforms into successful learning outcomes is relatively unexplored. Interviewing a group of four participants, this study seeks to understand how college English as a Foreign…

EGR-1 Expression in Catecholamine-synthesizing Neurons Reflects Auditory Learning and Correlates with Responses in Auditory Processing Areas.

PubMed

Dai, Jennifer B; Chen, Yining; Sakata, Jon T

2018-05-21

Distinguishing between familiar and unfamiliar individuals is an important task that shapes the expression of social behavior. As such, identifying the neural populations involved in processing and learning the sensory attributes of individuals is important for understanding mechanisms of behavior. Catecholamine-synthesizing neurons have been implicated in sensory processing, but relatively little is known about their contribution to auditory learning and processing across various vertebrate taxa. Here we investigated the extent to which immediate early gene expression in catecholaminergic circuitry reflects information about the familiarity of social signals and predicts immediate early gene expression in sensory processing areas in songbirds. We found that male zebra finches readily learned to differentiate between familiar and unfamiliar acoustic signals ('songs') and that playback of familiar songs led to fewer catecholaminergic neurons in the locus coeruleus (but not in the ventral tegmental area, substantia nigra, or periaqueductal gray) expressing the immediate early gene, EGR-1, than playback of unfamiliar songs. The pattern of EGR-1 expression in the locus coeruleus was similar to that observed in two auditory processing areas implicated in auditory learning and memory, namely the caudomedial nidopallium (NCM) and the caudal medial mesopallium (CMM), suggesting a contribution of catecholamines to sensory processing. Consistent with this, the pattern of catecholaminergic innervation onto auditory neurons co-varied with the degree to which song playback affected the relative intensity of EGR-1 expression. Together, our data support the contention that catecholamines like norepinephrine contribute to social recognition and the processing of social information. Copyright © 2018 IBRO. Published by Elsevier Ltd. All rights reserved.

Candidates Use a New Teacher Development Process, Transformative Reflection, to Identify and Address Teaching and Learning Problems in Their Work with Children

ERIC Educational Resources Information Center

Naidoo, Kara; Kirch, Susan A.

2016-01-01

This article has two aims: (a) to offer a new model for a teacher preparation course that features reflection and teaching as integral, inseparable actions and (b) to provide empirical evidence from an exploratory ethnography to demonstrate teacher development possibilities with this model. The model, termed "Transformative Reflection,"…

Learning in practice: experiences and perceptions of high-scoring physicians.

PubMed

Sargeant, Joan; Mann, Karen; Sinclair, Douglas; Ferrier, Suzanne; Muirhead, Philip; van der Vleuten, Cees; Metsemakers, Job

2006-07-01

To increase understanding of informal learning in practice (e.g., consulting with colleagues, reading journals) through exploring the experiences and perceptions of physicians perceived to be performing well. Objectives were to find out how physicians learned in practice and maintained their competence, and how they learned about the communication skills domain specifically. Of 142 family physicians participating in a formal multisource feedback (360-degree) formative assessment, 25 receiving high scores were invited to participate in interviews conducted in 2003 at Dalhousie University Faculty of Medicine. Twelve responded. Interviews were 1.5 hours each, recorded, transcribed, and analyzed by the research team using accepted qualitative procedures. While formal learning appeared important to most, informal learning, especially through patients and colleagues, appeared to be fundamental. The physicians appeared to learn intentionally from practice and work experiences, and reflection appeared integral to learning and monitoring the impact of learning. Two findings were surprising: participants' conceptions of competence and perceptions that communication skills were innate rather than learned. These physicians' ways of intentional learning from practice concur with current models of informal learning. However, informal learning is largely unrecognized by formal institutions. Additionally, the physicians did not in general share notions of professional competence held by educators and others in authority. These findings suggest the need to make implicit content and learning processes more explicit. Additional research areas include exploring whether physicians across the range of performance levels demonstrate similar processes of reflective learning.

Supporting Reflective Activities in Information Seeking on the Web

NASA Astrophysics Data System (ADS)

Saito, Hitomi; Miwa, Kazuhisa

Recently, many opportunities have emerged to use the Internet in daily life and classrooms. However, with the growth of the World Wide Web (Web), it is becoming increasingly difficult to find target information on the Internet. In this study, we explore a method for developing the ability of users in information seeking on the Web and construct a search process feedback system supporting reflective activities of information seeking on the Web. Reflection is defined as a cognitive activity for monitoring, evaluating, and modifying one's thinking and process. In the field of learning science, many researchers have investigated reflective activities that facilitate learners' problem solving and deep understanding. The characteristics of this system are: (1) to show learners' search processes on the Web as described, based on a cognitive schema, and (2) to prompt learners to reflect on their search processes. We expect that users of this system can reflect on their search processes by receiving information on their own search processes provided by the system, and that these types of reflective activity helps them to deepen their understanding of information seeking activities. We have conducted an experiment to investigate the effects of our system. The experimental results confirmed that (1) the system actually facilitated the learners' reflective activities by providing process visualization and prompts, and (2) the learners who reflected on their search processes more actively understood their own search processes more deeply.

Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy.

PubMed

Patterson, Brandon J; Bakken, Brianne K; Doucette, William R; Urmie, Julie M; McDonough, Randal P

The evolving health care system necessitates pharmacy organizations' adjustments by delivering new services and establishing inter-organizational relationships. One approach supporting pharmacy organizations in making changes may be informal learning by technicians, pharmacists, and pharmacy owners. Informal learning is characterized by a four-step cycle including intent to learn, action, feedback, and reflection. This framework helps explain individual and organizational factors that influence learning processes within an organization as well as the individual and organizational outcomes of those learning processes. A case study of an Iowa independent community pharmacy with years of experience in offering patient care services was made. Nine semi-structured interviews with pharmacy personnel revealed initial evidence in support of the informal learning model in practice. Future research could investigate more fully the informal learning model in delivery of patient care services in community pharmacies. Copyright © 2016 Elsevier Inc. All rights reserved.

Teaching Research Methods Courses in Human Geography: Critical Reflections

ERIC Educational Resources Information Center

Crooks, Valorie A.; Castleden, Heather; Tromp-van Meerveld, Ilja

2010-01-01

The authors reflect critically on their experiences of teaching research methods/methodology/techniques (MMT) courses in human geography for the first time. Through a highly reflexive process involving journaling, they engage with the broader scholarship of teaching and learning approach. Three themes characterize commonalities in their…

Some-or-None Recollection: Evidence from Item and Source Memory

ERIC Educational Resources Information Center

Onyper, Serge V.; Zhang, Yaofei X.; Howard, Marc W.

2010-01-01

Dual-process theory hypothesizes that recognition memory depends on 2 distinguishable memory signals. Recollection reflects conscious recovery of detailed information about the learning episode. Familiarity reflects a memory signal that is not accompanied by a vivid conscious experience but nonetheless enables participants to distinguish recently…

Strengthening practical wisdom: mental health workers' learning and development.

PubMed

Eriksen, Kristin Ådnøy; Dahl, Hellen; Karlsson, Bengt; Arman, Maria

2014-09-01

Practical wisdom, understood as knowing how to be or act in any present situation with clients, is believed to be an essential part of the knowledge needed to be a professional mental health worker. Exploring processes of adapting, extending knowledge and refining tacit knowledge grounded in mental health workers' experiences with being in practice may bring awareness of how mental health workers reflect, learn and practice professional 'artistry'. The aim of the article was to explore mental health workers' processes of development and learning as they appeared in focus groups intended to develop practical wisdom. The main research question was 'How might the processes of development and learning contribute to developing practical wisdom in the individual as well as in the practice culture?' The design was multi-stage focus groups, and the same participants met four times. A phenomenological hermeneutical method for researching lived experience guided the analysis. Eight experienced mental health workers representing four Norwegian municipalities participated. The research context was community-based mental health services. The study was reported to Norwegian Social Data Services, and procedures for informed consent were followed. Two examples of processes of re-evaluation of experience (Association, Integration, Validation, Appropriation and Outcomes and action) were explored. The health workers had developed knowledge in previous encounters with clients. In sharing practice experiences, this knowledge was expressed and developed, and also tested and validated against the aims of practice. Discussions led to adapted and extended knowledge, and as tacit knowledge was expressed it could be used actively. Learning to reflect, being ready to be provoked and learning to endure indecisiveness may be foundational in developing practical wisdom. Openness is demanding, and changing habits of mind is difficult. Reflection on, and confrontation with, set practices are essential to building practice cultures in line with the aims of mental health services. © The Author(s) 2014.

Refining a definition of reflection for the being as well as doing the work of a physician.

PubMed

Wald, Hedy S

2015-04-21

Reflection is core to professional competency and supports the active, constructive process of professional identity formation. Medical educators thus grapple with operationalizing and effectively integrating reflection as a foundational construct within health care professions education and practice. Core elements of reflection including role of emotions and awareness of self, other and situation, do not appear within various working definitions of reflection. This observation as well as noted recent shift in medical education toward emphasis on the "being" as well as "doing the work" of a physician led to the author's proposed refining of Sandars' reflection definition and expansion of Nguyen et al.'s reflection model. A refined reflection definition is offered for a more inclusionary approach. A caveat regarding potential for expected reflective learning outcomes (given reflection as a process) is provided and the integral role of mentor-enhanced reflection is discussed. Reflection as a continuum is highlighted and exemplified within Wald et al.'s REFLECT rubric and Nguyen et al.'s reflection model.

Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error.

PubMed

Anstey, Lauren M; Michels, Alison; Szymus, Julianna; Law, Wyanne; Edwin Ho, Man-Hymn; Qu, Fei; Yeung, Ralph T T; Chow, Natalie

2014-01-01

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom. © 2013 American Association of Anatomists.

Using Digital and Paper Diaries for Learning and Assessment Purposes in Higher Education: A Comparative Study of Feasibility and Reliability

ERIC Educational Resources Information Center

Gleaves, Alan; Walker, Caroline; Grey, John

2007-01-01

The incorporation of diaries and journals as learning and assessment vehicles into programmes of study within higher education has enabled the further growth of reflection, creative writing, critical thinking and meta-cognitive processes of students' learning. However, there is currently little research that aims to compare how different types of…

The Education and Training of Learning Technologists: A Competences Approach (Report to IEEE Technical Committee on Learning Technologies)

ERIC Educational Resources Information Center

Hartley, Roger; Kinshuk; Koper, Rob; Okamoto, Toshio; Spector, J. Michael

2010-01-01

The educational and training requirements of Advanced Learning Technology (ALT) need to engage with curricula that reflect the varied requirements of the workplace and of society. Students have a range of interests and ambitions in ALT which the instructional process has to accommodate and support. With these considerations in mind the IEEE…

Fostering Transformative Learning: The Role of the Professors and Students of the University of Prishtina

ERIC Educational Resources Information Center

Tahiri, Afredita

2010-01-01

The author discuses transformative learning as a means to explore the centrality of experiences, provide critical reflection, and a rational discourse to examine a set of conditions which need to be fulfilled to foster the application of the transformative learning process for professors and the students at the University of Prishtina. The author…

Analysing Vee Diagram Reflections to Explore Pre-Service Science Teachers' Understanding the Nature of Science in Biology

ERIC Educational Resources Information Center

Savran-Gencer, Ayse

2014-01-01

Vee diagrams have been a metacognitive tool to help in learning the nature and structure of knowledge by reflecting on the scientific process and making knowledge much more explicit to learners during the practical work. This study aimed to assess pre-service science teachers' understanding some aspects of NOS by analyzing their reflections on the…

Evaluating the Use of "Deschooled" Methods in a Postgraduate Teaching Assessment

ERIC Educational Resources Information Center

May, Anthony

2015-01-01

This article critically reflects upon the process of planning and executing a microteaching session undertaken as a unit of assessment on "Introduction to Learning, Teaching, and Assessment" (ILTA), the first module studied for the Postgraduate Certificate in Academic Practice (PgCap). Personal reflection and feedback from participants…

Using Reflection to Evaluate Course Outcomes

ERIC Educational Resources Information Center

Deggs, David; Weaver, Sue W.

2009-01-01

Student feedback is essential to improving the quality of instruction in higher education. This article chronicles the process by which an end-of-course reflection exercise was used to gather additional feedback from students and to determine learning outcomes in online course for adult learners. Students were given guiding questions for the…

Students' Self-Evaluation and Reflection (Part 1): "Measurement"

ERIC Educational Resources Information Center

Cambra-Fierro, Jesus; Cambra-Berdun, Jesus

2007-01-01

Purpose: The objective of the paper is the development and validation of scales to assess reflective learning. Design/methodology/approach: The research is based on a literature review plus in-classroom experience. For the scale validation process, exploratory and confirmatory analyses were conducted, following proposals made by Anderson and…

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

ERIC Educational Resources Information Center

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-01-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on…

Perceptual Learning of Noise Vocoded Words: Effects of Feedback and Lexicality

ERIC Educational Resources Information Center

Hervais-Adelman, Alexis; Davis, Matthew H.; Johnsrude, Ingrid S.; Carlyon, Robert P.

2008-01-01

Speech comprehension is resistant to acoustic distortion in the input, reflecting listeners' ability to adjust perceptual processes to match the speech input. This adjustment is reflected in improved comprehension of distorted speech with experience. For noise vocoding, a manipulation that removes spectral detail from speech, listeners' word…

Using Eportfolios to Aid Reflection in Introductory Psychology

ERIC Educational Resources Information Center

Siporin, Sheldon

2013-01-01

Electronic portfolios (EP) are an academic version of online social media (e.g., Facebook) that archive student work and support integrated learning. Despite limited theory, advocates believe EP enhances the reflective process. Thirty-six students in introductory psychology at Pace University were invited to create EP and complete optional EP…

Managing clinical failure: a complex adaptive system perspective.

PubMed

Matthews, Jean I; Thomas, Paul T

2007-01-01

The purpose of this article is to explore the knowledge capture process at the clinical level. It aims to identify factors that enable or constrain learning. The study applies complex adaptive system thinking principles to reconcile learning within the NHS. The paper uses a qualitative exploratory study with an interpretative methodological stance set in a secondary care NHS Trust. Semi-structured interviews were conducted with healthcare practitioners and managers involved at both strategic and operational risk management processes. A network structure is revealed that exhibits the communication and interdependent working practices to support knowledge capture and adaptive learning. Collaborative multidisciplinary communities, whose values reflect local priorities and promote open dialogue and reflection, are featured. The main concern is that the characteristics of bureaucracy; rational-legal authority, a rule-based culture, hierarchical lines of communication and a centralised governance focus, are hindering clinical learning by generating barriers. Locally emergent collaborative processes are a key strategic resource to capture knowledge, potentially fostering an environment that could learn from failure and translate lessons between contexts. What must be addressed is that reporting mechanisms serve not only the governance objectives, but also supplement learning by highlighting the potential lessons in context. Managers must nurture a collaborative infrastructure using networks in a co-evolutionary manner. Their role is not to direct and design processes but to influence, support and create effective knowledge capture. Although the study only investigated one site the findings and conclusions may well translate to other trusts--such as the risk of not enabling a learning environment at clinical levels.

E-learning for medical education: reflections of learners on patients.

PubMed

Walsh, Kieran

2018-01-01

There is a growing research interest in how healthcare professionals learn online. This paper reports an analysis of reflections that relate to patients from users of an e-learning resource, BMJ Learning. Healthcare professionals who use BMJ Learning are encouraged to reflect on their learning. Over one year, all of the learners' reflections that related to patients were captured by the programme's software and were analysed using thematic analysis. A number of key themes emerged from this analysis: many learners reflected on patients in the context of their disease; many learners reflected on how they had put their learning into action or planned to put their learning into action for the benefit of patients; many learners reflected on how they would pass on what they had learned to patients; learners greatly appreciated patients contributing to the learning. Learners predominantly reflect about patients in the context of their disease. The reflections demonstrate that learners are keen to put their learning into action for the benefit of their patients. Learners' reflections show a keen interest in the patient-centredness of the learning resources.

Mobile Pedagogy

ERIC Educational Resources Information Center

Schlenker, Lee

2013-01-01

How can higher education leverage information technology to address the importance of social and geographical context in learning? This reflection paper begins with a review of the literature on learning technologies to identify the key questions of study. Building upon the missing links of pedagogy, context and process, the author proposes an…

Building Effective Community-University Partnerships: Are Universities Truly Ready?

ERIC Educational Resources Information Center

Curwood, Susan Eckerle; Munger, Felix; Mitchell, Terry; Mackeigan, Mary; Farrar, Ashley

2011-01-01

Community service learning and community-based research necessitate the development of strong community-university partnerships. In this paper, students, faculty, and a community partner critically reflect upon the process of establishing a long-term community-university partnership through the integration of a community service learning component…

Educational Psychology: Learning, Instruction, Assessment.

ERIC Educational Resources Information Center

McCormick, Christine B.; Pressley, Michael

This textbook for undergraduates reflects advances in the understanding of effective teaching and learning and is organized around the theme of promoting good information processing. The first part of the book describes the foundations of good thinking, and the second part introduces different theoretical perspectives on the construction of…

Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study.

PubMed

Westin, Lars; Sundler, Annelie J; Berglund, Mia

2015-03-17

In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum. This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis. Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings. Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

Picturing academic learning: salutogenic and health promoting perspectives on drawings.

PubMed

Garista, Patrizia; Pocetta, Giancarlo; Lindström, Bengt

2018-05-25

More than 20 years ago an article about the use of drawings in higher education appeared in a medical journal. After that, other papers explored the possible contribution of drawings in adult education, while only very few in the field of health promotion and education. This article aims to introduce the use of drawing in this field using the salutogenic lens to think, plan and reflect on academic learning. Reflections on what salutogenesis is and what we can consider a clear application of salutogenic principles to the learning process answer a hypothetical question for the reader concerning the relationship between drawings and health promotion theories. They appear as communication tools capable of exploring meaning-making processes, capturing data that is flexible to dynamic systems, power relations, as well as emotional and latent aspects of human experience. This article proposes a connection between salutogenesis and drawings through: a theoretical framework on salutogenic learning and drawings; a teacher practice and its tools focusing the critical point on visual data analysis in a learning environment; a learner case example for knowledge and capacity building through the drawing process; and a health promotion competency-based analysis. Our case example illustrates how drawings were introduced in a post-graduate course in Health Promotion and Education and argues their strengths and weaknesses.

Does Temporal Integration of Face Parts Reflect Holistic Processing?

PubMed Central

Cheung, Olivia S.; Richler, Jennifer J.; Phillips, W. Stewart; Gauthier, Isabel

2011-01-01

We examined whether temporal integration of face parts reflects holistic processing or response interference. Participants learned to name two faces “Fred” and two “Bob”. At test, top and bottom halves of different faces formed composites and were presented briefly separated in time. Replicating prior findings (Singer & Sheinberg, 2006), naming of the target halves for aligned composites was slowed when the irrelevant halves were from faces with a different name compared to that from the original face. However, no interference was observed when the irrelevant halves had identical names as the target halves but came from different learned faces, arguing against a true holistic effect. Instead, response interference was obtained when the target halves briefly preceded the irrelevant halves. Experiment 2 confirmed a double-dissociation between holistic processing vs. response interference for intact faces vs. temporally separated face halves, suggesting that simultaneous presentation of facial information is critical for holistic processing. PMID:21327378

Patients’ experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study

PubMed Central

Johansson, Karin; Österberg, Sofia Almerud; Leksell, Janeth; Berglund, Mia

2016-01-01

Learning to live with diabetes in such a way that the new conditions will be a normal and natural part of life imposes requirements on the person living with diabetes. Previous studies have shown that there is no clear picture of what and how the learning that would allow persons to incorporate the illness into their everyday life will be supported. The aim of this study is to describe the phenomenon of support for learning to live with diabetes to promote health and well-being, from the patient’s perspective. Data were collected by interviews with patients living with type 1 or type 2 diabetes. The interviews were analysed using a reflective lifeworld approach. The results show that reflection plays a central role for patients with diabetes in achieving a new understanding of the health process, and awareness of their own responsibility was found to be the key factor for such a reflection. The constituents are responsibility creating curiosity and willpower, openness enabling support, technology verifying bodily feelings, a permissive climate providing for participation and exchanging experiences with others. The study concludes that the challenge for caregivers is to create interactions in an open learning climate that initiates and supports reflection to promote health and well-being. PMID:27539956

Patients' experiences of support for learning to live with diabetes to promote health and well-being: A lifeworld phenomenological study.

PubMed

Johansson, Karin; Österberg, Sofia Almerud; Leksell, Janeth; Berglund, Mia

2016-01-01

Learning to live with diabetes in such a way that the new conditions will be a normal and natural part of life imposes requirements on the person living with diabetes. Previous studies have shown that there is no clear picture of what and how the learning that would allow persons to incorporate the illness into their everyday life will be supported. The aim of this study is to describe the phenomenon of support for learning to live with diabetes to promote health and well-being, from the patient's perspective. Data were collected by interviews with patients living with type 1 or type 2 diabetes. The interviews were analysed using a reflective lifeworld approach. The results show that reflection plays a central role for patients with diabetes in achieving a new understanding of the health process, and awareness of their own responsibility was found to be the key factor for such a reflection. The constituents are responsibility creating curiosity and willpower, openness enabling support, technology verifying bodily feelings, a permissive climate providing for participation and exchanging experiences with others. The study concludes that the challenge for caregivers is to create interactions in an open learning climate that initiates and supports reflection to promote health and well-being.

Reflection in Learning Processes through Simulation/Gaming.

ERIC Educational Resources Information Center

Rosenorn, Torben; Kofoed, Lise Busk

1998-01-01

Discusses problems associated with organizational or technological change. Presents the results of learning experiments in experimentaria, rooms for experiments removed from the daily activities of an organization. Concludes that experimentaria seem to create a higher level of self-respect and respect for others' skills and knowledge as well as a…

Resolving a Conflict between APA Learning Goals and APA Ethical Principles

ERIC Educational Resources Information Center

Corty, Eric W.

2008-01-01

Although American Psychological Association (APA) Ethical Standards make it clear that instructors cannot require students to disclose personal information in class-related activities, an APA learning goal for undergraduate psychology students is that they reflect on their experiences to develop insight into their behavior and mental processes.…

Cognition in Counseling: Integrating Two Theoretical Approaches.

ERIC Educational Resources Information Center

Harris, Jeff E.; Heesacker, Martin

Learning and attitude change are two cognitive processes essential to therapeutic change in counseling. Recently two cognitive models that reflect current research and theory, one focusing on learning and the other on attitude change, have each been applied to counseling with promising results. Martin's cognitive instructional counseling (CIC) is…

Examining Pre-Service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning

ERIC Educational Resources Information Center

Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia

2012-01-01

Taking into account the merits of anticipatory reflection, instructional planning is perceived as an important process in the professionalization of teachers. When implementing a complex instructional strategy such as collaborative learning (CL), a thorough preparation becomes even more important. The purpose of the present study was to…

Creating Polyphony with Exploratory Web Documentation in Singapore

ERIC Educational Resources Information Center

Lim, Sirene; Hoo, Lum Chee

2012-01-01

We introduce and reflect on "Images of Teaching", an ongoing web documentation research project on preschool teaching in Singapore. This paper discusses the project's purpose, methodological process, and our learning points as researchers who aim to contribute towards inquiry-based professional learning. The website offers a window into…

Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

ERIC Educational Resources Information Center

Martinsone, Baiba

2016-01-01

This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers' self-reflected experience illustrated through the perspective of the program's sample activities. The…

A Study on the Metacognitive Awareness of Secondary School Students

ERIC Educational Resources Information Center

Jaleel, Sajna; Premachandran. P

2016-01-01

Metacognition means "thinking about one's own thinking". There are two aspects of metacognition:--reflection--thinking about what we know and self-regulation-managing how we go about learning. Taking together, these processes make up an important aspect of learning and development. Developing these metacognitive abilities is not simply…

Concept Maps as Cognitive Visualizations of Writing Assignments

ERIC Educational Resources Information Center

Villalon, Jorge; Calvo, Rafael A.

2011-01-01

Writing assignments are ubiquitous in higher education. Writing develops not only communication skills, but also higher-level cognitive processes that facilitate deep learning. Cognitive visualizations, such as concept maps, can also be used as part of learning activities including as a form of scaffolding, or to trigger reflection by making…

Lessons Learned from the Collaborative Writing Process

ERIC Educational Resources Information Center

Bhavsar, Victoria; Ahn, Ruth

2013-01-01

We reflect on how to implement the instrumental aspect of collaborative writing in such a way that the developmental aspect of collaborative writing is maximally fostered, based on conditions necessary for socially constructed learning. We discuss four instrumental strategies that bolster mutual ownership of the writing and protect the social…

SOS: Observation, Intervention, and Scaffolding towards Successful Online Students

ERIC Educational Resources Information Center

Ainsa, Trisha

2017-01-01

Research, reflection, and evaluation of online classes indicated a need for graduated scaffolding for first time students experiencing distance learning. In order to promote student engagement in the online learning process, I designed SOS for beginning online students. Sixty-three online students were offered an opportunity to participate in a…

Promoting Student Metacognition

ERIC Educational Resources Information Center

Tanner, Kimberly D.

2012-01-01

The importance of metacognition in the process of learning is an old idea that can be traced from Socrates' questioning methods to Dewey's twentieth-century stance that one learns more from reflecting on one's experiences than from the actual experiences themselves (Dewey, 1933). What is more recent is the coining of the term "metacognition" and…

Appropriating the Actions of Another: Implications for Children's Memory and Learning.

ERIC Educational Resources Information Center

Foley, Mary Ann; And Others

1993-01-01

Perspectives on reality monitoring and sociocultural learning were integrated in four studies of children's memory of contributions to the outcomes of collaborative exchanges. Findings suggested that reality-monitoring judgments reflect at least two cognitive processes, appropriation and attention to source of information, and may provide clues to…

Interactive Digital Textbooks and Engagement: A Learning Strategies Framework

ERIC Educational Resources Information Center

Bikowski, Dawn; Casal, J. Elliott

2018-01-01

This mixed-methods study explored non-native English speaking students' learning processes and engagement as they used a customized interactive digital textbook housed on a mobile device. Think aloud protocols, surveys of anticipated and actual engagement with the digital textbook, reflective journals, and member checking constituted data…

Audio-based, unsupervised machine learning reveals cyclic changes in earthquake mechanisms in the Geysers geothermal field, California

NASA Astrophysics Data System (ADS)

Holtzman, B. K.; Paté, A.; Paisley, J.; Waldhauser, F.; Repetto, D.; Boschi, L.

2017-12-01

The earthquake process reflects complex interactions of stress, fracture and frictional properties. New machine learning methods reveal patterns in time-dependent spectral properties of seismic signals and enable identification of changes in faulting processes. Our methods are based closely on those developed for music information retrieval and voice recognition, using the spectrogram instead of the waveform directly. Unsupervised learning involves identification of patterns based on differences among signals without any additional information provided to the algorithm. Clustering of 46,000 earthquakes of $0.3

Student Obstacles in Ratio and Proportion Learning

NASA Astrophysics Data System (ADS)

Andini, W.; Jupri, Al

2017-02-01

Ratio and proportion are mathematics topics that are learned in elementary school. In the learning process, teachers often found students who have difficulties in learning these topics. Analysing the difficulties on the topics is important for teachers, as an attempt to doa reflection of the learning process and as a reference in devising a learning plan, including for anticipation of the possibility of these barriers that might appear in the next learning process. This research used as the qualitative method, and involved 49 students of grade 5 and one teacher. From the analysis of the data, i.e., student test results and observation of the learning, we found some obstacles that faced by students, such as students confused in understanding about ratio and proportion topic, students found it difficult in completing the problem which have different contexts, the learning material of ratio and proportion topic that presented in textbooks are still partial (not depth), and the lack of ability of the teacher in creating problems.

Reflections on clinical practice whilst developing a portfolio of evidence: Perceptions of undergraduate nursing students in the Western Cape, South Africa.

PubMed

Ticha, Victoire; Fakude, Lorraine P

2015-12-09

In order to develop clinical judgement, nurses should be encouraged to become analytical and critical thinkers. Development of a portfolio of evidence (PoE) of reflection on clinical experiences is one of the strategies that can be used to enhance analytical and critical thinking amongst nursing students. Students' perceptions of the process are important in order to encourage their reflective practice. PoE compilation at a school of nursing at a university in the Western Cape includes evidence of students' clinical learning which they present in a portfolio. The students are expected to reflect on their clinical learning experiences and include these reflections in their portfolios. To describe the perceptions of fourth-year nursing students regarding reflective practice whilst compiling their PoEs. A qualitative design was used to explore the perceptions of registered fourth-year nursing students with regard to their reflective practice whilst compiling their PoEs. Purposive sampling was used for selection of participants. Three focus group discussions were held, each consisting of six to eight participants. Data saturation was reached during the third meeting. Tesch's method of data analysis was used. Findings revealed that reflection enabled the learners to gain experience and identify challenges related to the expected events and tasks carried out at the hospitals and in the classroom whilst developing their PoE. The compilation of a PoE was a good teaching and learning strategy, and the skills, experience and knowledge that the participants in this study acquired boosted their self-esteem, confidence and critical thinking. Reflection also assisted in self-directed learning.

Procuring a Sustainable Future: An Action Learning Approach to the Development and Modelling of Ethical and Sustainable Procurement Practices

ERIC Educational Resources Information Center

Boak, George; Watt, Peter; Gold, Jeff; Devins, David; Garvey, Robert

2016-01-01

This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project,…

Learning With Reflection: Practices in an Osteopathic Surgery Clinical Clerkship Through an Online Module.

PubMed

Lewis, Kadriye O; Farber, Susan; Chen, Haiqin; Peska, Don N

2015-11-01

The value of reflective practices has gained momentum in osteopathic medical education. However, the use of reflective pedagogies has not been explored in the larger context of medical course delivery and design, to the authors' knowledge. To determine the types of reflection demonstrated by osteopathic medical students on an online discussion board and to explore differences in discussion engagement caused by the use of a reflective learning self-assessment tool. Using a mixed-method approach, reflection processes in an osteopathic surgery clinical clerkship online module were investigated in third-year osteopathic medical students. Discussion board messages were captured and coded. Both manual coding techniques and automated interrogation using NVivo9 (a computer program) for qualitative data were applied. Correlations of scores across 4 case-based discussion tasks and scores for self-reflection were computed as quantitative data. Twenty-eight students were included. Four main types of reflection (ie, content, contextual, dialogic, and personal) along with corresponding differentiated subthemes for each type of case-based discussion board group message were identified. Group collaboration revealed insights about the reflection process itself and also about the evidence of collective efforts, group engagements, and intragroup support among students. Student preparation revealed that students' metacognition was triggered when they judged their own contributions to group work. Challenges in completing readings and meeting deadlines were related to the students' long work hours. Reflective practices are essential to the practice of osteopathic medicine and medical education. Curricula can promote the development of reflective skills by integrating these deliberate practices in educational activities.

Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences.

PubMed

Campos Daniel, Jéssica; Dias Reis Pessalacia, Juliana; Leite de Andrade, Ana Flávia

2016-06-01

The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation. Descriptive study of qualitative approach in a public higher education institution of Divinópolis, Minas Gerais, Brazil. Three categories of analysis were identified: ''active methodologies in the training of a professional critic,'' ''interdisciplinary debate as facilitator reflection of bioethics'' and ''feelings and attitudes caused by the interdisciplinary debate.'' Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions.

Learning on clinical placement: the experience of six Australian student nurses.

PubMed

Nolan, C A

1998-11-01

Concerns about the adequacy of clinical education in nursing courses in Australia have escalated since the transfer of pre-registration nursing education into the tertiary sector. This descriptive, interpretative study, informed by the tradition of critical social science, sought to understand the clinical learning experiences of undergraduate nursing students. At the same time, it fostered an active participation of students in their own learning. Daily post-clinical conferences with the students were taped and transcribed verbatim to provide data for the study. Additional data was collected from informal discussions and observations of the students during the placement. Analysis revealed three main categories, which reflected the students' experiences. These included: (1) I don't belong; (2) doing and practising: progress at last; and (3) transitions in thinking. Feeling part of the team was closely linked to the opportunity to learn, emphasizing the important role not only of educators but also clinicians in undergraduate learning on clinical placement. Though the findings reflect age-long problems associated with student learning in the clinical field, it serves to remind all nurses of the importance they play in the learning process. This study reflects the importance of effective communication between the health and education sectors and the need to concentrate on strategies which will strengthen this bond.

Reflections of Students in Their Use of Asynchronous Online Seminars

ERIC Educational Resources Information Center

Groves, Mark; O'Donoghue, John

2009-01-01

This paper reports on research that has been carried out into the use, process, and effectiveness of an asynchronous online seminar within an undergraduate sports studies degree programme. Contemporary sources are used to justify the use of technology supported learning (TSL) in higher education and to inform a reflective and critical account of…

Examining the Role of Reflection in ePortfolios: A Case Study

ERIC Educational Resources Information Center

Landis, Cynthia M.; Scott, Susan B.; Kahn, Susan

2015-01-01

Extended institutional experience with ePortfolios grounded and framed this qualitative case study guided by the research question: Why, how, and with what success is reflection, as a teaching/learning process, employed among ePortfolio projects at Indiana University-Purdue University Indianapolis (IUPUI)? Thirty-two representatives of 16 varied…

Employing National Board Certification Practices with All Teachers: The Potential of Cognitive Coaching and Mentoring

ERIC Educational Resources Information Center

Diaz, Kirsten Anne

2013-01-01

National Board Certification is an esteemed certification and professional learning and reflective opportunity for teachers. Cognitive coaching is also a method of support many teachers receive over the course of their National Board Certification journey. The certification process involves reflective practices and opportunities for teachers to…

Innovation, Research and Professional Development in Higher Education: Learning from Our Own Experience

ERIC Educational Resources Information Center

Garcia, Leonor Margalef; Roblin, Natalie Pareja

2008-01-01

This paper describes and analyses an innovative experience carried out by a group of lecturers from the Psychopedagogy Faculty of the University of Alcala, involved in an action research process with the purpose of reflecting about our own practice and constructing alternative teaching strategies to facilitate students' reflective, autonomous and…

Focus group discussion in mathematical physics learning

NASA Astrophysics Data System (ADS)

Ellianawati; Rudiana, D.; Sabandar, J.; Subali, B.

2018-03-01

The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.

Students' experiences of learning manual clinical skills through simulation.

PubMed

Johannesson, Eva; Silén, Charlotte; Kvist, Joanna; Hult, Håkan

2013-03-01

Learning manual skills is a fundamental part of health care education, and motor, sensory and cognitive learning processes are essential aspects of professional development. Simulator training has been shown to enhance factors that facilitate motor and cognitive learning. The present study aimed to investigate the students' experiences and thoughts about their learning through simulation skills training. The study was designed for an educational setting at a clinical skills centre. Ten third-year undergraduate nursing students performed urethral catheterisation, using the virtual reality simulator UrecathVision™, which has haptic properties. The students practised in pairs. Each session was videotaped and the video was used to stimulate recall in subsequent interviews. The interviews were analysed using qualitative content analysis. The analysis from interviews resulted in three themes: what the students learn, how the students learn, and the simulator's contribution to the students' learning. Students learned manual skills, how to perform the procedure, and professional behaviour. They learned by preparing, watching, practising and reflecting. The simulator contributed by providing opportunities for students to prepare for the skills training, to see anatomical structures, to feel resistance, and to become aware of their own performance ability. The findings show that the students related the task to previous experiences, used sensory information, tested themselves and practised techniques in a hands-on fashion, and reflected in and on action. The simulator was seen as a facilitator to learning the manual skills. The study design, with students working in pairs combined with video recording, was found to enhance opportunities for reflection.

Learning for sustainability among faith-based organizations in Kenya.

PubMed

Moyer, Joanne M; Sinclair, A John; Diduck, Alan P

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Learning for Sustainability Among Faith-Based Organizations in Kenya

NASA Astrophysics Data System (ADS)

Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Does attitude acquisition in evaluative conditioning without explicit CS-US memory reflect implicit misattribution of affect?

PubMed

Mierop, Adrien; Hütter, Mandy; Stahl, Christoph; Corneille, Olivier

2018-02-05

Research that dissociates different types of processes within a given task using a processing tree approach suggests that attitudes may be acquired through evaluative conditioning in the absence of explicit encoding of CS-US pairings in memory. This research distinguishes explicit memory for the CS-US pairings from CS-liking acquired without encoding of CS-US pairs in explicit memory. It has been suggested that the latter effect may be due to an implicit misattribution process that is assumed to operate when US evocativeness is low. In the present research, the latter assumption was supported neither by two high-powered experiments nor by complementary meta-analytic evidence, whereas evocativeness exerted an influence on explicit memory. This pattern of findings is inconsistent with the view that CS-liking acquired without encoding of CS-US pairs in explicit memory reflects an implicit misattribution process at learning. Hence, the underlying learning process is awaiting further empirical scrutiny.

Age-related changes in the cerebral substrates of cognitive procedural learning.

PubMed

Hubert, Valérie; Beaunieux, Hélène; Chételat, Gaël; Platel, Hervé; Landeau, Brigitte; Viader, Fausto; Desgranges, Béatrice; Eustache, Francis

2009-04-01

Cognitive procedural learning occurs in three qualitatively different phases (cognitive, associative, and autonomous). At the beginning of this process, numerous cognitive functions are involved, subtended by distinct brain structures such as the prefrontal and parietal cortex and the cerebellum. As the learning progresses, these cognitive components are gradually replaced by psychomotor abilities, reflected by the increasing involvement of the cerebellum, thalamus, and occipital regions. In elderly subjects, although cognitive studies have revealed a learning effect, performance levels differ during the acquisition of a procedure. The effects of age on the learning of a cognitive procedure have not yet been examined using functional imaging. The aim of this study was therefore to characterize the cerebral substrates involved in the learning of a cognitive procedure, comparing a group of older subjects with young controls. For this purpose, we performed a positron emission tomography activation study using the Tower of Toronto task. A direct comparison of the two groups revealed the involvement of a similar network of brain regions at the beginning of learning (cognitive phase). However, the engagement of frontal and cingulate regions persisted in the older group as learning continued, whereas it ceased in the younger controls. We assume that this additional activation in the older group during the associative and autonomous phases reflected compensatory processes and the fact that some older subjects failed to fully automate the procedure. 2008 Wiley-Liss, Inc.

Neural signatures of experience-based improvements in deterministic decision-making.

PubMed

Tremel, Joshua J; Laurent, Patryk A; Wolk, David A; Wheeler, Mark E; Fiez, Julie A

2016-12-15

Feedback about our choices is a crucial part of how we gather information and learn from our environment. It provides key information about decision experiences that can be used to optimize future choices. However, our understanding of the processes through which feedback translates into improved decision-making is lacking. Using neuroimaging (fMRI) and cognitive models of decision-making and learning, we examined the influence of feedback on multiple aspects of decision processes across learning. Subjects learned correct choices to a set of 50 word pairs across eight repetitions of a concurrent discrimination task. Behavioral measures were then analyzed with both a drift-diffusion model and a reinforcement learning model. Parameter values from each were then used as fMRI regressors to identify regions whose activity fluctuates with specific cognitive processes described by the models. The patterns of intersecting neural effects across models support two main inferences about the influence of feedback on decision-making. First, frontal, anterior insular, fusiform, and caudate nucleus regions behave like performance monitors, reflecting errors in performance predictions that signal the need for changes in control over decision-making. Second, temporoparietal, supplementary motor, and putamen regions behave like mnemonic storage sites, reflecting differences in learned item values that inform optimal decision choices. As information about optimal choices is accrued, these neural systems dynamically adjust, likely shifting the burden of decision processing from controlled performance monitoring to bottom-up, stimulus-driven choice selection. Collectively, the results provide a detailed perspective on the fundamental ability to use past experiences to improve future decisions. Copyright © 2016 Elsevier B.V. All rights reserved.

Neural signatures of experience-based improvements in deterministic decision-making

PubMed Central

Tremel, Joshua J.; Laurent, Patryk A.; Wolk, David A.; Wheeler, Mark E.; Fiez, Julie A.

2016-01-01

Feedback about our choices is a crucial part of how we gather information and learn from our environment. It provides key information about decision experiences that can be used to optimize future choices. However, our understanding of the processes through which feedback translates into improved decision-making is lacking. Using neuroimaging (fMRI) and cognitive models of decision-making and learning, we examined the influence of feedback on multiple aspects of decision processes across learning. Subjects learned correct choices to a set of 50 word pairs across eight repetitions of a concurrent discrimination task. Behavioral measures were then analyzed with both a drift-diffusion model and a reinforcement learning model. Parameter values from each were then used as fMRI regressors to identify regions whose activity fluctuates with specific cognitive processes described by the models. The patterns of intersecting neural effects across models support two main inferences about the influence of feedback on decision-making. First, frontal, anterior insular, fusiform, and caudate nucleus regions behave like performance monitors, reflecting errors in performance predictions that signal the need for changes in control over decision-making. Second, temporoparietal, supplementary motor, and putamen regions behave like mnemonic storage sites, reflecting differences in learned item values that inform optimal decision choices. As information about optimal choices is accrued, these neural systems dynamically adjust, likely shifting the burden of decision processing from controlled performance monitoring to bottom-up, stimulus-driven choice selection. Collectively, the results provide a detailed perspective on the fundamental ability to use past experiences to improve future decisions. PMID:27523644

Sequence learning in Parkinson's disease: Focusing on action dynamics and the role of dopaminergic medication.

PubMed

Ruitenberg, Marit F L; Duthoo, Wout; Santens, Patrick; Seidler, Rachael D; Notebaert, Wim; Abrahamse, Elger L

2016-12-01

Previous studies on movement sequence learning in Parkinson's disease (PD) have produced mixed results. A possible explanation for the inconsistent findings is that some studies have taken dopaminergic medication into account while others have not. Additionally, in previous studies the response modalities did not allow for an investigation of the action dynamics of sequential movements as they unfold over time. In the current study we investigated sequence learning in PD by specifically considering the role of medication status in a sequence learning task where mouse movements were performed. The focus on mouse movements allowed us to examine the action dynamics of sequential movement in terms of initiation time, movement time, movement accuracy, and velocity. PD patients performed the sequence learning task once on their regular medication, and once after overnight withdrawal from their medication. Results showed that sequence learning as reflected in initiation times was impaired when PD patients performed the task ON medication compared to OFF medication. In contrast, sequence learning as reflected in the accuracy of movement trajectories was enhanced when performing the task ON compared to OFF medication. Our findings suggest that while medication enhances execution processes of movement sequence learning, it may at the same time impair planning processes that precede actual execution. Overall, the current study extends earlier findings on movement sequence learning in PD by differentiating between various components of performance, and further refines previous dopamine overdose effects in sequence learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effecting Change in Attitudes and Behavior of Teachers: An Analysis.

ERIC Educational Resources Information Center

Marshall, Bernice Solomon

The author presents a model for inservice teacher training entitled the Process Oriented In-Service Experience (POISE) and attempts to identify changes occurring in the process movement and dynamics of interaction as reflected in attitudes and behaviors of teachers participating in this modified, small-group, process learning experience under…

Service-Learning in Undergraduate Nursing Education: Where is the Reflection?

PubMed

Brown, Janet M; Schmidt, Nola A

2016-01-01

Service-Learning is recognized as a valuable pedagogy that involves experiential learning, reflection, and reciprocal learning. Reflection is a critical component because it assists students to develop critical thinking and social awareness as they reflect upon their experiential learning with community partners. Although there is a proliferation of literature about service-learning, upon closer examination, it is apparent that some authors do not place emphasis on reflection when reporting on service-learning projects. This begs the question, "Where is the reflection?" The purpose of this article is to provide an overview and describe misrepresentations and exemplars of service-learning. After providing an overview of service-learning, examples of how service-learning is misrepresented in the literature are discussed. Exemplars of service-learning are also cited. Calling attention to how service-learning is reported in the literature will increase awareness about the need to critically evaluate articles for evidence of reflection. Copyright © 2016 Elsevier Inc. All rights reserved.

How Do Freshman Engineering Students Reflect an Online Calculus Course?

ERIC Educational Resources Information Center

Boz, Burcak; Adnan, Muge

2017-01-01

Improved access to technology has led to an increase in the number of online courses and degree programs in higher education. Despite continuous progress, little attention is paid to "understanding" students prior to implementation of learning and teaching processes. Being a valuable input for design of online learning environments and…

Education for Freedom? "Living Room Learning" and the Liberal Arts of Government

ERIC Educational Resources Information Center

McLean, Scott

2012-01-01

This article provokes critical reflection about the role of adult educators in contemporary processes of social control. It does so through presenting an empirical case study of an important liberal adult education program (Living Room Learning) and through introducing the work of British sociologist, Nikolas Rose. Rose's provocative ideas about…

Managing Teaching and Learning in Further and Higher Education.

ERIC Educational Resources Information Center

Ashcroft, Kate; Foreman-Peck, Lorraine

This book addresses the practical management of higher education teaching and learning as it is related to any subject. The volume stresses principles of the reflective practitioner model--open-mindedness, responsibility, and wholeheartedness. Chapter 1 introduces the book and its concept of teaching as a management process. Chapter 2 focuses on…

So You've Been Asked to Advise a Student Publication

ERIC Educational Resources Information Center

Ewell, Janet

2007-01-01

Writer's workshops provide students with the appropriate processes they need to learn about publishing and First Amendment freedoms when collaborating on a school newspaper. High school teacher and journalism adviser Janet Ewell outlines the structures students can use for learning to find, research, develop, respond to, and reflect on story…

Computer Games and Learning: The Relationship between Design, Gameplay and Outcomes

ERIC Educational Resources Information Center

Schrader, Claudia; Bastiaens, Theo

2012-01-01

This article presents a review of existent literature that provides insight in the effectiveness of computer learning games. Based on this research, the effectiveness of games is illustrated in detail with regard to three current perspectives on games: design characteristics of games, the process of gameplay and the reflection of specific…

A Reflective Study into Children's Cognition When Making Computer Games

ERIC Educational Resources Information Center

Allsop, Yasemin

2016-01-01

In this paper, children's mental activities when making digital games are explored. Where previous studies have mainly focused on children's learning, this study aimed to unfold the children's thinking process for learning when making computer games. As part of an ongoing larger scale study, which adopts an ethnographic approach, this research…

Answering the Call: Reflections on Professional Learning and English Teaching

ERIC Educational Resources Information Center

Curwood, Jen Scott; O'Grady, Alison

2015-01-01

Research in English involves understanding the complex process of professional learning, which begins in teacher education programs. In this special issue of "English in Australia," we draw on our experiences as researchers and teacher educators at the University of Sydney. We take a sociocultural and situated perspective in order to…

Zoo Praxis and Theories: Teaching the Well-Being of Nonhuman Primates

ERIC Educational Resources Information Center

Burton, Frances

2004-01-01

Zoo projects that encourage reflective learning and are legitimate undertakings for untrained undergraduates are hard to develop. In this article, the author, as a professor in anthropology, discusses and teaches primate studies. His pedagogical goal in teaching primate studies is to enhance the process of learning, and to consider that students…

Is This a Meaningful Learning Experience? Interactive Critical Self-Inquiry as Investigation

ERIC Educational Resources Information Center

Allard, Andrea C.; Gallant, Andrea

2012-01-01

What conditions enable educators to engage in meaningful learning experiences with peers and beginning practitioners? This article documents a self-study on our actions-in-practice in a peer mentoring project. The investigation involved an iterative process to improve our knowledge as teacher educators, reflective practitioners, and researchers.…

Technology Planning: Designing the Direction to Get There

ERIC Educational Resources Information Center

Norton, Sylvia Knight

2013-01-01

School librarians play an important role in developing a technology plan for the school library program that reflects teaching and learning for today's education. The school librarian's leadership in the overall process and the written plan itself can influence future strategies for teaching and learning with technology that can go well…

Capstone Teaching Models: Combining Simulation, Analytical Intuitive Learning Processes, History and Effectiveness

ERIC Educational Resources Information Center

Reid, Maurice; Brown, Steve; Tabibzadeh, Kambiz

2012-01-01

For the past decade teaching models have been changing, reflecting the dynamics, complexities, and uncertainties of today's organizations. The traditional and the more current active models of learning have disadvantages. Simulation provides a platform to combine the best aspects of both types of teaching practices. This research explores the…

Digital Portfolios in Action: Acknowledging Student Voice and Metacognitive Understanding in Art

ERIC Educational Resources Information Center

Fahey, Patrick; Cronen, Laura

2016-01-01

Students need a genuine voice in the content, process, outcome, and assessment of their learning so they can take ownership of their education (Jaquith and Hathaway 2012). Digital art portfolios allow students to research, document, and reflect on the development and assessment of their learning. Unlike traditional portfolios, which typically…

Emergence of a Learning Community: A Transforming Experience at the Boundaries

ERIC Educational Resources Information Center

Raia, Federica

2013-01-01

I narrate a process of transformation, a professional and personal journey framed by an experience that captured my attention shaping my interpretation and reflections. From a critical complexity framework I discuss the emergence of a learning community from the cooperation among individuals of diverse social and cultural worlds sharing the need…

Improving the Quality of E-Learning: Lessons from the eMM

ERIC Educational Resources Information Center

Marshall, S.

2012-01-01

The quality of e-learning can be defined in many different ways, reflecting different stakeholders and the complexity of the systems and processes used in higher education. These different conceptions of quality can be mutually contradictory and, while politically significant, may also be beyond the direct control or influence of institutional…

Middle School Students' Lived Experiences of Teacher Relationship Impact

ERIC Educational Resources Information Center

Kauffman, Theresa Rose

2013-01-01

Researchers have found that positive relationships in schools can impact student achievement, and researchers in brain imaging have connected emotion centers in the brain to the learning process. However, current practice in schools reflects a lack of understanding of the impact of relationships in the classroom on learning from a student…

Learning for the Future: Developing Information Services in Australian Schools.

ERIC Educational Resources Information Center

Australian School Library Association, Goulburn.

This guide is intended to set a context for the development of library and information services in Australian schools. The focus reflects recent changes in Australian education, in particular the development of national curriculum statements. These changes emphasize the processes of learning and the consequent need for information and information…

Changes in P3b Latency and Amplitude Reflect Expertise Acquisition in a Football Visuomotor Learning Task.

PubMed

Morgan, Kyle K; Luu, Phan; Tucker, Don M

2016-01-01

Learning is not a unitary phenomenon. Rather, learning progresses through stages, with the stages reflecting different challenges that require the support of specific cognitive processes that reflect the functions of different brain networks. A theory of general learning proposes that learning can be divided into early and late stages controlled by corticolimbic networks located in frontal and posterior brain regions, respectively. Recent human studies using dense-array EEG (dEEG) support these results by showing progressive increases in P3b amplitude (an Event Related Potential with estimated sources in posterior cingulate cortex and hippocampus) as participants acquire a new visuomotor skill. In the present study, the P3b was used to track the learning and performance of participants as they identify defensive football formations and make an appropriate response. Participants acquired the task over three days, and P3b latency and amplitude significantly changed when participants learned the task. As participants demonstrated further proficiency with extensive training, amplitude and latency changes in the P3b continued to closely mirror performance improvements. Source localization results across all days suggest that an important source generator of the P3b is located in the posterior cingulate cortex. Results from the study support prior findings and further suggest that the careful analysis of covert learning mechanisms and their underlying electrical signatures are a robust index of task competency.

The implementation of problem-based learning: changing pedagogy in nurse education.

PubMed

Creedy, D; Hand, B

1994-10-01

Problem-based learning (PBL) employs approaches to teaching and learning in nurse education that develop meaningful links between theory and practice. The adoption of such approaches, however, may require changes in pedagogical beliefs and practices which reflect a student-centred approach to teaching and learning. This paper focuses on a group of volunteer nurse educators (n = 14) who attended a 7-month professional development programme centred on introducing pedagogical changes when adopting PBL. From this group, three nurse educators participated in an in-depth study which aimed to examine the processes of conceptual change associated with adopting PBL as part of alternative teaching strategies. These three participants held common concerns about the changes required to their current teaching practices when moving to a new pedagogical approach. On completion of the programme, varying degrees of change in existing instructional practices were evident. This change was found to result from engaging educators in reflection about practice, providing opportunities to implement the new approaches on a trial basis, and providing feedback and support throughout the change process.

Lessons from psychiatry and psychiatric education for medical learners and teachers.

PubMed

Hilty, Donald M; Srinivasan, Malathi; Xiong, Glen L; Ferranti, Jessica; Li, Su-Ting T

2013-06-01

Medical learners, teachers, and institutions face significant challenges in health care delivery and in training the next generation of clinicians. We propose that psychiatry offers lessons which may help improve how we take care of patients and how we teach others to care for patients. Our objective is to discuss what learners and teachers can learn from psychiatry, organized around (1) how we make decisions, (2) how we learn, and (3) how we reflect on our practice. Information from clinical care, education, neuroscience and other aspects of life (e.g. business, creativity, and research) help us on these processes. We make 'good' decisions in concert with patients and learners, by listening to their experiences, asking questions and exploring subjective and objective information. Our learning has a neurobiological basis, and is effectively furthered by personalization, reinforcement, acquisition of critical thinking skills, and assessment of our limitations and errors. Our ability to reflect is determined by attitude, skill, tolerating ambiguity or dissonance, and planning for the unexpected. These processes - in addition to knowledge and other skills - will help physicians be successful in practice, learning and teaching, research and leadership.

Value Added: Learning Communities, Experiential Process and Student Engagement in Life Long Learning in the Culinary Arts

ERIC Educational Resources Information Center

Smyth, Thomas J.

2016-01-01

Culinary Arts training at the associates level presents a set of challenges to the instructor. It has been my experience that as the work environment is changing, students face new challenges in the kitchen, including a new mix of skills, both technical and social in nature. In this piece, I reflect on a promising learning community model at our…

The surgical learning and instructional portfolio: what residents at a single institution are learning.

PubMed

Webb, Travis P; Merkley, Taylor R

2011-03-01

The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the "3 lessons learned" portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals.

University Employment Transitions in International Performing Arts: The Intern's Story

ERIC Educational Resources Information Center

Carneiro, Maria

2013-01-01

This article reflects my journey as a performing arts student and intern both in Portugal and abroad. It is not intended as a personal journal, but rather a reflection and an aftermath comment on my experiences and learning processes. First it provides a context regarding my university education in a Southern European country, against a previous…

Reframing "The Rainbow of Desire" as Embodied Self-Reflexivity in Initial Teacher Education"

ERIC Educational Resources Information Center

Forgasz, Rachel

2014-01-01

This is a photographic and textual account of research that reframes the Boalian technique "The Rainbow of Desire" (TRoD) as a form of embodied self-reflexivity within initial teacher education. In particular, TRoD is applied as an embodied reflective process to provoke reflection on the emotional dimensions of learning to teach. The…

"I Will Write to You with My Eyes": Reflective Text and Image Journals in the Undergraduate Classroom

ERIC Educational Resources Information Center

Hyland-Russell, Tara

2014-01-01

This article reports on a case study into students' perspectives on the use of "cahiers", reflective text and image journals. Narrative interviews and document analysis reveal that "cahiers" can be used effectively to engage students in course content and learning processes. Recent work in transformative learning…

Reflection and Refraction: A Reflexive Look at an Evolving Model for Methods Instruction.

ERIC Educational Resources Information Center

Pope, Carol A.

1999-01-01

Describes an English-teacher educator's teaching/learning process that honors the voices of the students and builds on their needs and questions. Describes how she combines reflection on her teaching with "refraction": finding a new view on teaching using the oblique light from students' responses from their various dialogs. Includes responses…

Mathematics Primary Teacher Training at the University of Granada: An Adaptation to the EHEA

ERIC Educational Resources Information Center

Ruiz, Francisco; Molina, Marta; Lupianez, Jose Luis; Segovia, Isidoro; Flores, Pablo

2009-01-01

The future implementation of the European Higher Education Area (EHEA) requires thorough reflection on how to design and develop teacher training courses. In this reflection, it is important to reconsider, among other issues, the role of prospective teachers in their own learning process and the professional competences that they must develop in…

Reflections on Empathy in Medical Education: What Can We Learn from Social Neurosciences?

ERIC Educational Resources Information Center

Preusche, Ingrid; Lamm, Claus

2016-01-01

The role of empathy in human social interaction has been examined in several research fields, including medical education (ME) and social neuroscience (SN). SN yields insights into empathy based on neurobiological processes, and such information may also be relevant to ME. In this reflection article, the authors first critically review current…

Reflection on the Analytic Geometry Courses: The Geogebra Software and Its Effect on Creative Thinking

ERIC Educational Resources Information Center

Yildiz, Avni; Baltaci, Serdal; Demir, Betül Küçük

2017-01-01

Creativity has a significant role in individuals' lives. This research aims to examine the reflection of the learning process of analytic geometry concepts through GeoGebra software and its effect upon the development of preservice mathematics teachers' creative thinking skills. This effect is expected to make a significant contribution to the…

Stimulating Students' Use of External Representations for a Distance Education Time Machine Design

ERIC Educational Resources Information Center

Baaki, John; Luo, Tian

2017-01-01

As faculty members in an instructional design and technology (IDT) program, we wanted to help our graduate students better understand and experience how designers design in the real world. We aimed to design a reflective and collaborative learning environment where we sparked students to engage in reflection, ideation, and the iterative process of…

Diaries as a Reflective Tool in Pre-Service Language Teacher Education

ERIC Educational Resources Information Center

Kömür, Sevki; Çepik, Hazal

2015-01-01

This study presents and analyzes the positive and negative reflections of ten pre-service English teachers who kept diaries on their own learning and teaching processes and daily lives. The participants were students in an English Language Teacher Education Program who took an on-campus methodology course and voluntarily agreed to keep diaries.…

Goal-Setting and Self-Reflection to Enhance Learners' Interaction in an ESP Context

ERIC Educational Resources Information Center

Lozano Velandia, Sergio Andrés

2015-01-01

This qualitative action research study explored the interactions of young-adult learners carrying out self-reflection on their learning processes in an ESP (English for special purposes) course at an airline training-center in Bogotá, Colombia. Needs analysis revealed that learners had poor knowledge of technical English, and lacked strong…

Reality, Dysconsciousness, and Transformations: Personal Reflections on the Ethics of Cross-Cultural Research

ERIC Educational Resources Information Center

Janusch, Sandra

2011-01-01

In this personal narrative, I offer reflections about the process of conducting a cross-cultural, cross-linguistic research project with teachers of English in China. Lessons learned from this study address some of the hegemonic perspectives and assumptions that can be dysconsciously held by native English-speakers, the value of crossing borders…

Peer Teaching to Foster Learning in Physiology.

PubMed

Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-08-01

Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.

Peer Teaching to Foster Learning in Physiology

PubMed Central

Srivastava, Tripti K; Waghmare, Lalitbhushan S.; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

2015-01-01

Introduction Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Materials and Methods Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. Results The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Conclusion Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills. PMID:26435969

A case study analysing the process of analogy-based learning in a teaching unit about simple electric circuits

NASA Astrophysics Data System (ADS)

Paatz, Roland; Ryder, James; Schwedes, Hannelore; Scott, Philip

2004-09-01

The purpose of this case study is to analyse the learning processes of a 16-year-old student as she learns about simple electric circuits in response to an analogy-based teaching sequence. Analogical thinking processes are modelled by a sequence of four steps according to Gentner's structure mapping theory (activate base domain, postulate local matches, connect them to a global match, draw candidate inferences). We consider whether Gentner's theory can be used to account for the details of this specific teaching/learning context. The case study involved video-taping teaching and learning activities in a 10th-grade high school course in Germany. Teaching used water flow through pipes as an analogy for electrical circuits. Using Gentner's theory, relational nets were created from the student's statements at different stages of her learning. Overall, these nets reflect the four steps outlined earlier. We also consider to what extent the learning processes revealed by this case study are different from previous analyses of contexts in which no analogical knowledge is available.

Hearing nurses' voices through reflection in women's studies.

PubMed

Doran, F M; Cameron, C C

1998-01-01

Women's studies is an elective offered through the Faculty of Nursing and Health Sciences, Griffith University-Gold Coast, Australia, and is attended primarily by female nursing students. The main objective of this subject is for students to gain an improved understanding and application of feminist perspectives. One of the teaching/learning strategies we have recently implemented was that of reflective processes that allowed us to explore how students' thoughts were changed during the course of the subject. As a result of engaging with women's studies, students also described how in the future they may incorporate an awareness of feminist theories and frameworks into personal and occupational roles. This paper describes the common themes identified from this learning process and offers a set of empowering stories from female nursing students.

Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

ERIC Educational Resources Information Center

Harvey, Marina; ; Coulson, Debra; McMaugh, Anne

2016-01-01

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

The Surgical Learning and Instructional Portfolio: What Residents at a Single Institution Are Learning

PubMed Central

Webb, Travis P; Merkley, Taylor R

2011-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Learning Portfolio is recommended as a tool to develop and document reflective, practice-based learning and improvement. There is no consensus regarding the appropriate content of a learning portfolio in medical education. Studying lessons selected for inclusion in their learning portfolios by surgical trainees could help identify useful subject matter for this purpose. Methods Each month, all residents in our surgery residency program submit entries into their individual Surgical Learning and Instructional Portfolio (SLIP). The SLIP entries from July 2008 to 2009 (n = 420) were deidentified and randomized using a random number generator. We conducted a thematic content analysis of 50 random portfolio entries to identify lessons learned. Two independent raters analyzed the “3 lessons learned” portion of the portfolio entries and identified themes and subthemes using the constant comparative method used in grounded theory. Results The collaborative coding process resulted in theme saturation after the identification of 7 themes and their subthemes. Themes in decreasing order of frequency included complications, disease epidemiology, disease presentation, surgical management of disease, medical management of disease, operative techniques, and pathophysiology. Junior residents chose to focus on a broad array of foundational topics including disease presentation, epidemiology, and overall management of diseases, whereas postgraduate year-4 (PGY-4) and PGY-5 residents most frequently chose to focus on complications as learning points. Conclusions Lessons learned reflect perceived needs of the trainees based on training year. When given a template to follow, junior and senior residents choose to reflect on different subject matter to meet their learning goals. PMID:22379531

Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study

ERIC Educational Resources Information Center

de Bruin, Leon R.

2018-01-01

The way an improviser practices is a vital and significant aspect to a musician's means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist…

Model of Higher GIS Education

ERIC Educational Resources Information Center

Jakab, Imrich; Ševcík, Michal; Grežo, Henrich

2017-01-01

The methods of geospatial data processing are being continually innovated, and universities that are focused on educating experts in Environmental Science should reflect this reality with an elaborate and purpose-built modernization of the education process, education content, as well as learning conditions. Geographic Information Systems (GIS)…

From Metacognition to Practice Cognition: The DNP e-Portfolio to Promote Integrated Learning.

PubMed

Anderson, Kelley M; DesLauriers, Patricia; Horvath, Catherine H; Slota, Margaret; Farley, Jean Nelson

2017-08-01

Educating Doctor of Nursing Practice (DNP) students for an increasingly complex health care environment requires novel applications of learning concepts and technology. A deliberate and thoughtful process is required to integrate concepts of the DNP program into practice paradigm changes to subsequently improve students' abilities to innovate solutions to complex practice problems. The authors constructed or participated in electronic portfolio development inspired by theories of metacognition and integrated learning. The objective was to develop DNP student's reflection, integration of concepts, and technological capabilities to foster the deliberative competencies related to the DNP Essentials and the foundations of the DNP program. The pedagogical process demonstrates how e-portfolios adapted into the doctoral-level curriculum for DNP students can address the Essentials and foster the development of metacognitive capabilities, which translates into practice changes. The authors suggest that this pedagogical approach has the potential to optimize reflective and deliberative competencies among DNP students. [J Nurs Educ. 2017;56(8):497-500.]. Copyright 2017, SLACK Incorporated.

Age-related behavioural and neurofunctional patterns of second language word learning: different ways of being successful.

PubMed

Marcotte, Karine; Ansaldo, Ana Inés

2014-08-01

This study aimed at investigating the neural basis of word learning as a function of age and word type. Ten young and ten elderly French-speaking participants were trained by means of a computerized Spanish word program. Both age groups reached a similar naming accuracy, but the elderly required significantly more time. Despite equivalent performance, distinct neural networks characterized the ceiling. While the young cohort showed subcortical activations, the elderly recruited the left inferior frontal gyrus, the left lingual gyrus and the precuneus. The learning trajectory of the elderly, the neuroimaging findings together with their performance on the Stroop suggest that the young adults relied on control processing areas whereas the elderly relied on episodic memory circuits, which may reflect resorting to better preserved cognitive resources. Finally, the recruitment of visual processing areas by the elderly may reflect the impact of the language training method used. Copyright © 2014 Elsevier Inc. All rights reserved.

Personal Reflection: Reflective Learning as a Student and an Educator: Connecting the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Tsang, Annetta

2009-01-01

This reflective essay describes my encounter with reflective learning as a student enrolled in the University of Queensland Graduate Certificate in Education (Higher Education) program and the application and integration of reflective learning in a clinical course within the Bachelor of Oral Health program as an educator. Insights gained and…

Opponent appetitive-aversive neural processes underlie predictive learning of pain relief.

PubMed

Seymour, Ben; O'Doherty, John P; Koltzenburg, Martin; Wiech, Katja; Frackowiak, Richard; Friston, Karl; Dolan, Raymond

2005-09-01

Termination of a painful or unpleasant event can be rewarding. However, whether the brain treats relief in a similar way as it treats natural reward is unclear, and the neural processes that underlie its representation as a motivational goal remain poorly understood. We used fMRI (functional magnetic resonance imaging) to investigate how humans learn to generate expectations of pain relief. Using a pavlovian conditioning procedure, we show that subjects experiencing prolonged experimentally induced pain can be conditioned to predict pain relief. This proceeds in a manner consistent with contemporary reward-learning theory (average reward/loss reinforcement learning), reflected by neural activity in the amygdala and midbrain. Furthermore, these reward-like learning signals are mirrored by opposite aversion-like signals in lateral orbitofrontal cortex and anterior cingulate cortex. This dual coding has parallels to 'opponent process' theories in psychology and promotes a formal account of prediction and expectation during pain.

Ethical learning on international medical electives: a case-based analysis of medical student learning experiences.

PubMed

Bowsher, Gemma; Parry-Billings, Laura; Georgeson, Anna; Baraitser, Paula

2018-04-11

Students on international medical electives face complex ethical issues when undertaking clinical work. The variety of elective destinations and the culturally specific nature of clinical ethical issues suggest that pre-elective preparation could be supplemented by in-elective support. An online, asynchronous, case-based discussion was piloted to support ethical learning on medical student electives. We developed six scenarios from elective diaries to stimulate peer-facilitated discussions during electives. We evaluated the transcripts to assess whether transformative, experiential learning took place, assessing specifically for indications that 1) critical reflection, 2) reflective action and 3) reflective learning were taking place. We also completed a qualitative thematic content analysis of the discussions. Of forty-one extended comments, nine responses showed evidence of transformative learning (Mezirow stage three). The thematic analysis identified five themes: adopting a position on ethical issues without overt analysis; presenting issues in terms of their effects on students' ability to complete tasks; describing local contexts and colleagues as "other"; difficulty navigating between individual and structural issues, and overestimation of the impact of individual action on structures and processes. Results suggest a need to: frame ethical learning on elective so that it builds on earlier ethical programmes in the curriculum, and encourages students to adopt structured approaches to complex ethical issues including cross-cultural negotiation and to enhance global health training within the curriculum.

Attending to Student Voice: The Impact of Descriptive Feedback on Learning and Teaching

ERIC Educational Resources Information Center

Rodgers, Carol R.

2006-01-01

This article explores the central role that description of experience, on the part of both teacher and students, plays in reflective practice. In particular, it highlights the power of students' description of their own learning as revealed to teachers in dialogue, a process I call "descriptive feedback." Descriptive feedback is neither…

Interview with a Vampire, I Mean, a Librarian: When Pre-Service Teachers Meet Practicing School Librarians

ERIC Educational Resources Information Center

Roux, Yvonne R.

2008-01-01

The subtitle of the guidelines for school librarians, "Information Power: Building Partnerships for Learning" reflects school library professionals' view that partnering with teachers and other educators is vital to enhancing the learning process, and the book devotes a chapter to the importance of collaboration. Yet one of the most…

Ma te ora ka mohio/"Through Life There Is Learning"

ERIC Educational Resources Information Center

Findsen, Brian; Golding, Barry; Krašovec, Sabina Jelenc; Schmidt-Hertha, Bernhard

2017-01-01

In our final paper we reflectively stand back and ask, "What do we know and what have we learnt about lifelong learning in later life from the international Getting of Wisdom Exchange program and process, including the research papers in this volume?" In critically addressing this question we draw not only on new insights from the papers…

The ePortfolio: A Tool for Professional Development, Engagement, and Lifelong Learning

ERIC Educational Resources Information Center

Guder, Christopher

2013-01-01

Professional development is, in essence, a form of lifelong learning, and as such, can be viewed within the context of pedagogical concepts. More specifically, professional development is a process that builds on the experiences of the professional through assessment and reflection. The library as an organization acts like a teacher or instructor…

Language, Thinking and Action: Towards a Semio-Constructivist Approach in Physical Education

ERIC Educational Resources Information Center

Wallian, Nathalie; Chang, Ching-Wei

2007-01-01

Background: Research about sport pedagogy has recently emerged as a significant interest in student reflective practice within the PE teaching/learning system. This learning process is considered as a type of knowledge of co-construction in action. This epistemological assumption postulates that the "knowledge-in-action" is the result of an active…

Cooperative Learning: Group Processing and Students Needs for Self-Worth and Belonging

ERIC Educational Resources Information Center

Strahm, Muriel F.

2007-01-01

The purpose of this study was to examine students' perceptions of the extent to which reflection, a principle of cooperative learning, satisfied their needs for self-worth and belonging. Eight mature preuniversity students completed a scaled questionnaire and took part in a focus group interview following a 12-week preliminary study into the…

Illustrating Story Plans: Does a Mnemonic Strategy Including Art Media Render More Elaborate Text?

ERIC Educational Resources Information Center

Dunn, Michael W.

2012-01-01

Students who have difficulty with academics often benefit from learning mnemonic strategies which provide a step-by-step process to accomplish a task. Three fourth-grade students who struggled with writing learned the Ask, Reflect, Text (ART) strategy to help them produce more elaborate narrative story text. After initially asking the questions…

Adopting Learning Design with LAMS: Multi-Dimensional, Synchronous Large-Scale Adoption of Innovation

ERIC Educational Resources Information Center

Badilescu-Buga, Emil

2012-01-01

Learning Activity Management System (LAMS) has been trialled and used by users from many countries around the globe, but despite the positive attitude towards its potential benefits to pedagogical processes its adoption in practice has been uneven, reflecting how difficult it is to make a new technology based concept an integral part of the…

Learning Crafts as Practices of Masculinity. Finnish Male Trainee Teachers' Reflections and Experiences

ERIC Educational Resources Information Center

Kokko, Sirpa

2012-01-01

Craft education in Finland has long gendered traditions that effect the present situation. The aim of this paper is to analyse the processes of learning the interlinking of crafts and gender. The analysis concentrates on male trainee teachers' experiences of craft education in comprehensive schools in Finland. Data were collected through memory…

Complex Problem Solving in Radiologic Technology: Understanding the Roles of Experience, Reflective Judgment, and Workplace Culture

ERIC Educational Resources Information Center

Yates, Jennifer L.

2011-01-01

The purpose of this research study was to explore the process of learning and development of problem solving skills in radiologic technologists. The researcher sought to understand the nature of difficult problems encountered in clinical practice, to identify specific learning practices leading to the development of professional expertise, and to…

What Makes a Word Difficult? Insights into the Mental Representation of Technical Terms

ERIC Educational Resources Information Center

Jucks, Regina; Paus, Elisabeth

2012-01-01

Learning from texts requires reflection on how far one has mastered the material. Learners use such metacognitive processes to decide whether to engage in deeper learning activities or not. This article examines how the lexical surface of specialist concepts influences their mental representation. Lexical encodings that are the concise wordings of…

Changing Practice in Malaysian Primary Schools: Learning from Student Teachers' Reports of Using Action, Reflection and Modelling (ARM)

ERIC Educational Resources Information Center

Dickerson, Claire; Thomas, Kit; Jarvis, Joy; Levy, Roger

2018-01-01

Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were…

Ten Years of Open Practice: A Reflection on the Impact of OpenLearn

ERIC Educational Resources Information Center

Law, Patrina; Jelfs, Anne

2016-01-01

The Open University (OU) makes a proportion of all its taught modules available to the public via OpenLearn each year. This process involves the modification, of module excerpts, showcasing subject matter and teaching approach. This activity serves both the University's social and business missions through the delivery of free courses to the…

Nursing Students' Experiential Learning Processes Using an Online 3D Simulation Game

ERIC Educational Resources Information Center

Koivisto, Jaana-Maija; Niemi, Hannele; Multisilta, Jari; Eriksson, Elina

2017-01-01

The growing use of game-based simulation in healthcare education reflects the opportunities afforded to learners by serious games, which simulate real-world situations and enable students to emulate the roles of healthcare professionals in a safe and engaging learning environment. As part of a design-based research project to design, test, and…

Transforming Taxonomies into Rubrics: Using SOLO in Social Science and Inclusive Education

ERIC Educational Resources Information Center

Rembach, Lauren; Dison, Laura

2016-01-01

Designing assessment rubrics has become an important pedagogical practice for lecturers in the Wits School of Education (WsoE) in the recognition of writing as a valuable tool for teaching and learning across disciplines. This paper describes and reflects on the process of adapting the SOLO taxonomy (Structure of Observed Learning Outcomes)…

Cultivating the Ineffable: The Role of Contemplative Practice in Enactivist Learning

ERIC Educational Resources Information Center

Morgan, Patricia; Abrahamson, Dor

2016-01-01

We consider designs for conceptual learning where students first engage in pre-symbolic problem solving and then articulate their solutions formally. An enduring problem in these designs has been to support students in accessing their pre-conceptual situated process, so that they can reflect on it and couch it in mathematical form. Contemplative…

Brave New (Virtual) World: Transforming Language Learning into Cultural Studies through Online Learning Environments (MOOs).

ERIC Educational Resources Information Center

Schneider, Jeffrey; von der Emde, Silke

2000-01-01

Describes an online approach through using a MOO, a computer program that allows students to share text-based virtual reality. The goal of the program was to build an environment that both enabled practice in the target language and sustained reflection on the processes of cultural production and reception. (Author/VWL)

Document Analyses of Student Use of a Blogging-Mapping Tool to Explore Evidence of Deep and Reflective Learning

ERIC Educational Resources Information Center

Xie, Ying

2008-01-01

Theories about reflective thinking and deep-surface learning abound. In order to arrive at the definition for "reflective thinking toward deep learning," this study establishes that reflective thinking toward deep learning refers to a learner's purposeful and conscious activity of manipulating ideas toward meaningful learning and knowledge…

“A memorable consultation”: Writing reflective accounts articulates students’ learning in general practice

PubMed Central

Svenberg, Kristian; Wahlqvist, Mats; Mattsson, Bengt

2007-01-01

Objectives To explore and analyse students’ learning experiences of a memorable consultation during a final-year attachment in general practice. Setting After a two-week primary care attachment in the undergraduate curriculum, students were invited to write a reflective account of a memorable consultation. Design A total of 52 reflective accounts were read and processed according to qualitative content analysis. Credibility of the analysis was validated by two co-authors reading the descriptions separately and trustworthiness was tested at local seminars. Results Three main themes emerged. In “The person beyond symptoms” the students recognize the individual properties of a consultation. “Facing complexity” mirrors awareness of changing tracks in problem-solving and strategies of handling unclear conditions. “In search of a professional role” reflects the interest in role modelling and the relation to the supervisor. Conclusion Involving students in writing reflective accounts appears to stimulate them to articulate practice experiences of the consultation. PMID:17497483

The use of reflection in medical education: AMEE Guide No. 44.

PubMed

Sandars, John

2009-08-01

Reflection is a metacognitive process that creates a greater understanding of both the self and the situation so that future actions can be informed by this understanding. Self-regulated and lifelong learning have reflection as an essential aspect, and it is also required to develop both a therapeutic relationship and professional expertise. There are a variety of educational approaches in undergraduate, postgraduate and continuing medical education that can be used to facilitate reflection, from text based reflective journals and critical incident reports to the creative use of digital media and storytelling. The choice of approach varies with the intended outcomes, but it should also be determined by the user since everyone has a preferred style. Guided reflection, with supportive challenge from a mentor or facilitator, is important so that underlying assumptions can be challenged and new perspectives considered. Feedback also has an important role to enhance reflection. There is little research evidence to suggest that reflection improves quality of care but the process of care can be enhanced.

Meta-Design and the Triple Learning Organization in Architectural Design Process

NASA Astrophysics Data System (ADS)

Barelkowski, Robert

2017-10-01

The paper delves into the improvement of Meta-Design methodology being the result of implementation of triple learning organization. Grown from the concept of reflective practice, it offers an opportunity to segregate and hierarchize both criteria and knowledge management and at least twofold application. It induces constant feedback loops recharging the basic level of “design” with second level of “learning from design” and third level of “learning from learning”. While learning from design reflects the absorption of knowledge, structuralization of skills, management of information, learning from learning gives deeper understanding and provides axiological perspective which is necessary when combining cultural, social, and abstract conceptual problems. The second level involves multidisciplinary applications imported from many engineering disciplines, technical sciences, but also psychological background, or social environment. The third level confronts these applications with their respective sciences (wide extra-architectural knowledge) and axiological issues. This distinction may be represented in difference between e.g. purposeful, systemic use of participatory design which again generates experience-by-doing versus use of disciplinary knowledge starting from its theoretical framework, then narrowed down to be relevant to particular design task. The paper discusses the application in two cases: awarded competition proposal of Digital Arts Museum in Madrid and BAIRI university building. Both cases summarize the effects of implementation and expose the impact of triple-loop knowledge circles onto design, teaching the architect or helping them to learn how to manage information flows and how to accommodate paradigm shifts in the architectural design process.

External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study.

PubMed

Hammarlund, Catharina Sjödahl; Nilsson, Maria H; Gummesson, Christina

2015-01-01

Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students' learning processes and their adaptation to self-directed learning online. Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students' self-reflections, written during a five week self-directed, problem-oriented online course. Two categories emerged: 'the influence of the structured framework' and 'communication and interaction with teachers and peers.' The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy.

Mobile Learning for Teacher Professional Learning: Benefits, Obstacles and Issues

ERIC Educational Resources Information Center

Aubusson, Peter; Schuck, Sandy; Burden, Kevin

2009-01-01

This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of…

Five Experiential Learning Activities in Addictions Education

ERIC Educational Resources Information Center

Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

2012-01-01

This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

Integrating Leadership Processes: Redefining the Principles Course.

ERIC Educational Resources Information Center

Neff, Bonita Dostal

2002-01-01

Revamps the principles of a public relations course, the first professional course in the public relations sequence, by integrating a leadership process and a service-learning component. Finds that more students are reflecting the interpersonal and team skills desired in the 1998 national study on public relations. (SG)

The effects of supervised learning on event-related potential correlates of music-syntactic processing.

PubMed

Guo, Shuang; Koelsch, Stefan

2015-11-11

Humans process music even without conscious effort according to implicit knowledge about syntactic regularities. Whether such automatic and implicit processing is modulated by veridical knowledge has remained unknown in previous neurophysiological studies. This study investigates this issue by testing whether the acquisition of veridical knowledge of a music-syntactic irregularity (acquired through supervised learning) modulates early, partly automatic, music-syntactic processes (as reflected in the early right anterior negativity, ERAN), and/or late controlled processes (as reflected in the late positive component, LPC). Excerpts of piano sonatas with syntactically regular and less regular chords were presented repeatedly (10 times) to non-musicians and amateur musicians. Participants were informed by a cue as to whether the following excerpt contained a regular or less regular chord. Results showed that the repeated exposure to several presentations of regular and less regular excerpts did not influence the ERAN elicited by less regular chords. By contrast, amplitudes of the LPC (as well as of the P3a evoked by less regular chords) decreased systematically across learning trials. These results reveal that late controlled, but not early (partly automatic), neural mechanisms of music-syntactic processing are modulated by repeated exposure to a musical piece. This article is part of a Special Issue entitled SI: Prediction and Attention. Copyright © 2015 Elsevier B.V. All rights reserved.

Reflecting on Talk: A Mentor Teacher's Gradual Release in Co-Planning

ERIC Educational Resources Information Center

Pylman, Stacey

2016-01-01

The goal of this case study was to explore how a mentor teacher used video-recorded co-planning sessions to reflect on and improve one's mentoring practice. Findings reveal ways in which the mentor used talk in co-planning sessions to model one's thinking process and to gradually release planning responsibility to engage the intern in learning to…

Dialogue Education in the Post-Secondary Classroom: Reflecting on Dialogue Processes from Two Higher Education Settings in North America

ERIC Educational Resources Information Center

Gunnlaugson, Olen; Moore, Janet

2009-01-01

In this article, educators Olen Gunnlaugson and Janet Moore reflect on their experiences developing and facilitating two dialogue-based courses. They proceed with a brief overview of dialogue education and how they are situating their approaches to dialogue within the field of higher education and in terms of transformative learning. Each then…

"Reflecting on Reflections:" Curating ePortfolios for Integrative Learning and Identity Development in a General Education Senior Capstone

ERIC Educational Resources Information Center

Schrand, Tom; Jones, Katharine; Hanson, Valerie

2018-01-01

By embedding an ePortfolio process in a general education core that culminates with a senior capstone course, Thomas Jefferson University has created an opportunity for students to use their completed ePortfolios as archives of primary sources that they can curate to produce narratives about their intellectual development. The result was a…

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

The Role of Subjective Task Value in Service-Learning Engagement among Chinese College Students.

PubMed

Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan

2016-01-01

Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.

Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity

NASA Astrophysics Data System (ADS)

Colucci-Gray, Laura; Perazzone, Anna; Dodman, Martin; Camino, Elena

2013-03-01

In this three-part article we seek to establish connections between the emerging framework of sustainability science and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second parts deal with the implications of taking a sustainability view in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of post- normal science proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of extended-facts where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe and act upon the world. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario.

Preceptors' reflections on their educational role before and after a preceptor preparation course: A prospective qualitative study.

PubMed

Mårtensson, Gunilla; Löfmark, Anna; Mamhidir, Anna-Greta; Skytt, Bernice

2016-07-01

During clinical practice, preceptors play an important educational role in helping nursing students become secure and effective practitioners. For this educational role they need adequate preparation. The aim of the present prospective study was to describe preceptors' experiences of their educational role before and after attending a university preceptor preparation course. This 7.5-credit, Master's level course is offered on a part-time basis and covers one semester. The theoretical approach was self-directed and reflective learning. Twentyseven preceptors participated in group interviews before and after the course, and data were analyzed using qualitative content analysis. The findings revealed a shift in preceptors' perceptions. Their view of the educational role changed from being characterized by individual experiences and notions to being guided by personal and formal demands. Before the course, the lack of sufficient preconditions for preceptorship predominated, whereas after the course participants described ways of creating such preconditions. Before the course, the supervisory process was described as teaching, whereas after the course it was described as a learning process for students. Using reflective learning in a preceptor preparation course can develop and strengthen preceptors' view of their educational role and help them manage and create the preconditions for preceptorship. Copyright © 2016 Elsevier Ltd. All rights reserved.

The active engagement model of applied ethics as a structure for ethical reflection in the context of course-based service learning.

PubMed

Nesbit, Kathryn C; Jensen, Gail M; Delany, Clare

2018-01-01

The purpose of this case report is to explore the active engagement model as a tool to illuminate the ethical reflections of student physical therapists in the context of service learning in a developing country. The study participants were a convenience sample of six students. The study design is a case report using a phenomenological perspective. Data were collected from students' narrative writing and semi-structured interviews. The steps of the active engagement model provided the structural framework for student responses. The analysis process included open coding, selective coding, and member checking. Results showed the emergence of two main themes: 1) gathering rich detail and 2) developing independent moral identity. Students' descriptions of their relationships were detailed and included explanations about the complexities of the sociocultural context. Independent and deliberate agency was evident by the students' preparedness to be collaborative, to raise ethical questions, to identify ethically important aspects of their practice and to describe their professional roles. The students noted that the use of the model increased their engagement in the ethical decision-making process and their recognition of ethical questions. This case report illustrates attributes of the active engagement model which have implications for teaching ethical reflection: scaffolding for ethical reflection, use of narrative for reflection, reflection in action, and illumination of relevant themes. Each of these attributes leads to the development of meaningful ethical reflection. The attributes of this model shown by this case report have potential applications to teaching ethical reflection.

Auditory Magnetoencephalographic Frequency-Tagged Responses Mirror the Ongoing Segmentation Processes Underlying Statistical Learning.

PubMed

Farthouat, Juliane; Franco, Ana; Mary, Alison; Delpouve, Julie; Wens, Vincent; Op de Beeck, Marc; De Tiège, Xavier; Peigneux, Philippe

2017-03-01

Humans are highly sensitive to statistical regularities in their environment. This phenomenon, usually referred as statistical learning, is most often assessed using post-learning behavioural measures that are limited by a lack of sensibility and do not monitor the temporal dynamics of learning. In the present study, we used magnetoencephalographic frequency-tagged responses to investigate the neural sources and temporal development of the ongoing brain activity that supports the detection of regularities embedded in auditory streams. Participants passively listened to statistical streams in which tones were grouped as triplets, and to random streams in which tones were randomly presented. Results show that during exposure to statistical (vs. random) streams, tritone frequency-related responses reflecting the learning of regularities embedded in the stream increased in the left supplementary motor area and left posterior superior temporal sulcus (pSTS), whereas tone frequency-related responses decreased in the right angular gyrus and right pSTS. Tritone frequency-related responses rapidly developed to reach significance after 3 min of exposure. These results suggest that the incidental extraction of novel regularities is subtended by a gradual shift from rhythmic activity reflecting individual tone succession toward rhythmic activity synchronised with triplet presentation, and that these rhythmic processes are subtended by distinct neural sources.

The drift diffusion model as the choice rule in reinforcement learning.

PubMed

Pedersen, Mads Lund; Frank, Michael J; Biele, Guido

2017-08-01

Current reinforcement-learning models often assume simplified decision processes that do not fully reflect the dynamic complexities of choice processes. Conversely, sequential-sampling models of decision making account for both choice accuracy and response time, but assume that decisions are based on static decision values. To combine these two computational models of decision making and learning, we implemented reinforcement-learning models in which the drift diffusion model describes the choice process, thereby capturing both within- and across-trial dynamics. To exemplify the utility of this approach, we quantitatively fit data from a common reinforcement-learning paradigm using hierarchical Bayesian parameter estimation, and compared model variants to determine whether they could capture the effects of stimulant medication in adult patients with attention-deficit hyperactivity disorder (ADHD). The model with the best relative fit provided a good description of the learning process, choices, and response times. A parameter recovery experiment showed that the hierarchical Bayesian modeling approach enabled accurate estimation of the model parameters. The model approach described here, using simultaneous estimation of reinforcement-learning and drift diffusion model parameters, shows promise for revealing new insights into the cognitive and neural mechanisms of learning and decision making, as well as the alteration of such processes in clinical groups.

The drift diffusion model as the choice rule in reinforcement learning

PubMed Central

Frank, Michael J.

2017-01-01

Current reinforcement-learning models often assume simplified decision processes that do not fully reflect the dynamic complexities of choice processes. Conversely, sequential-sampling models of decision making account for both choice accuracy and response time, but assume that decisions are based on static decision values. To combine these two computational models of decision making and learning, we implemented reinforcement-learning models in which the drift diffusion model describes the choice process, thereby capturing both within- and across-trial dynamics. To exemplify the utility of this approach, we quantitatively fit data from a common reinforcement-learning paradigm using hierarchical Bayesian parameter estimation, and compared model variants to determine whether they could capture the effects of stimulant medication in adult patients with attention-deficit hyper-activity disorder (ADHD). The model with the best relative fit provided a good description of the learning process, choices, and response times. A parameter recovery experiment showed that the hierarchical Bayesian modeling approach enabled accurate estimation of the model parameters. The model approach described here, using simultaneous estimation of reinforcement-learning and drift diffusion model parameters, shows promise for revealing new insights into the cognitive and neural mechanisms of learning and decision making, as well as the alteration of such processes in clinical groups. PMID:27966103

Inclusive design in architectural practice: Experiential learning of disability in architectural education.

PubMed

Mulligan, Kerry; Calder, Allyson; Mulligan, Hilda

2018-04-01

The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education. Copyright © 2017 Elsevier Inc. All rights reserved.

Frontal Alpha Oscillations and Attentional Control: A Virtual Reality Neurofeedback Study.

PubMed

Berger, Anna M; Davelaar, Eddy J

2018-05-15

Two competing views about alpha oscillations suggest that cortical alpha reflect either cortical inactivity or cortical processing efficiency. We investigated the role of alpha oscillations in attentional control, as measured with a Stroop task. We used neurofeedback to train 22 participants to increase their level of alpha amplitude. Based on the conflict/control loop theory, we selected to train prefrontal alpha and focus on the Gratton effect as an index of deployment of attentional control. We expected an increase or a decrease in the Gratton effect with increase in neural learning depending on whether frontal alpha oscillations reflect cortical idling or enhanced processing efficiency, respectively. In order to induce variability in neural learning beyond natural occurring individual differences, we provided half of the participants with feedback on alpha amplitude in a 3-dimensional (3D) virtual reality environment and the other half received feedback in a 2D environment. Our results showed variable neural learning rates, with larger rates in the 3D compared to the 2D group, corroborating prior evidence of individual differences in EEG-based learning and the influence of a virtual environment. Regression analyses revealed a significant association between the learning rate and changes on deployment of attentional control, with larger learning rates being associated with larger decreases in the Gratton effect. This association was not modulated by feedback medium. The study supports the view of frontal alpha oscillations being associated with efficient neurocognitive processing and demonstrates the utility of neurofeedback training in addressing theoretical questions in the non-neurofeedback literature. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Postgraduate Orthodontics Students' and Mentors' Perceptions of Portfolios and Discussion as Tools for Development of Reflection.

PubMed

Tonni, Ingrid; Mora, Luca; Oliver, Richard G

2016-09-01

The aim of this study was to analyze the effects of a portfolio learning strategy designed to develop students' reflection abilities in a postgraduate orthodontic program in the UK. Nine first-year postgraduate orthodontic students and seven mentors participated in the one-year program, which included a reflective portfolio, mentorship, and discussion. After the program, the students' and mentors' perceptions were collected using focus groups and individual interviews, respectively. The data were analyzed using thematic analysis. Four categories emerged. The first, reflection, was considered a skill to learn, and time was needed for students to fully understand its meaning and achieve its outcomes. The second theme, characteristics of reflection, was descriptive at the beginning and more critical at the end of the experience. The third theme, outcomes of reflection, involved students' improved problem-solving and action-planning abilities and increased self-awareness, motivation, confidence, and communication skills. In the fourth theme, stimulation of reflection, students did not agree with mentors regarding the importance of reflective writing, but they recognized the value of the portfolio's reflective log in facilitating the reflective process. There was greater agreement between students and mentors regarding discussions with mentors and among peers as tools to achieve higher levels of reflection. Overall, these students and mentors considered the strategy an effective tool for improving students' reflection.

Collaborative Reflection Under the Microscope: Using Conversation Analysis to Study the Transition From Case Presentation to Discussion in GP Residents' Experience Sharing Sessions.

PubMed

Veen, Mario; de la Croix, Anne

2016-01-01

PHENOMENON: In higher education, reflection sessions are often used when participants learn in the workplace. In the Netherlands, all General Practitioner training programs include regular meetings called Exchange of Experiences, in which General Practitioner trainees are expected to learn collaboratively from their own and one another's experiences. Despite this being common practice, we found little research into the structure and process of these sessions. The purpose of this study is to describe the structure and characteristics of group reflection by describing transitions in interactions. We aim to describe the tutor's role in some detail, as this could lead to faculty development. In medical education, reflection is often approached from a cognitive perspective. However, learning in a group is also an interactional achievement. It is therefore relevant to study the sequential nature of group interaction in collaborative reflective practice. We have used conversation analysis to study the reflection meetings, zooming in on the transition between case presentation and discussion, focusing on the role of each of the participants in these transitions. The transitions were conversationally complex. Three interactional aspects recurred in the meetings. First, the transitions can be characterized as ambiguous, as there is ambiguity about what will happen next and the floor is open. Second, transitions are an arena for negotiations between case presenter, participants, and tutors, in which knowledge and the right to take the floor (epistemics) play an important part. Third, the tutor can have different interactional roles, namely, that of teacher, expert, facilitator, and active participant. The role of the tutor is important as the tutor's interactional behavior is part of the hidden curriculum. Insights: Conversation analysis focuses on the interaction in group learning and shows how the interaction is part of what is learned and how learning takes place. Transitions are the "messy" moments in interaction yet can tell a lot about the way in which group participants relate to one another. Being conscious of how the floor is taken, the tutor's roles, and the way negotiations take place could help medical educators in the way they shape collaborative learning sessions.

An access to care center as a learning organization.

PubMed

Parris, U

2000-01-01

The Durham Access to Care (DATC) is one of the new streamlined vehicles for the delivery of integrated home-based and community-based health services across Ontario. Management and staff in this change transition have undertaken to become a learning organization. To implement this visionary process leadership qualities and style is key. This article gives a brief account of DATC and its move to becoming a learning organization and the author's observational reflections of an effective leadership style.

Under the hood of statistical learning: A statistical MMN reflects the magnitude of transitional probabilities in auditory sequences.

PubMed

Koelsch, Stefan; Busch, Tobias; Jentschke, Sebastian; Rohrmeier, Martin

2016-02-02

Within the framework of statistical learning, many behavioural studies investigated the processing of unpredicted events. However, surprisingly few neurophysiological studies are available on this topic, and no statistical learning experiment has investigated electroencephalographic (EEG) correlates of processing events with different transition probabilities. We carried out an EEG study with a novel variant of the established statistical learning paradigm. Timbres were presented in isochronous sequences of triplets. The first two sounds of all triplets were equiprobable, while the third sound occurred with either low (10%), intermediate (30%), or high (60%) probability. Thus, the occurrence probability of the third item of each triplet (given the first two items) was varied. Compared to high-probability triplet endings, endings with low and intermediate probability elicited an early anterior negativity that had an onset around 100 ms and was maximal at around 180 ms. This effect was larger for events with low than for events with intermediate probability. Our results reveal that, when predictions are based on statistical learning, events that do not match a prediction evoke an early anterior negativity, with the amplitude of this mismatch response being inversely related to the probability of such events. Thus, we report a statistical mismatch negativity (sMMN) that reflects statistical learning of transitional probability distributions that go beyond auditory sensory memory capabilities.

Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

ERIC Educational Resources Information Center

Hursen, Cigdem; Fasli, Funda Gezer

2017-01-01

The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence…

Transforming practice organizations to foster lifelong learning and commitment to medical professionalism.

PubMed

Frankford, D M; Patterson, M A; Konrad, T R

2000-07-01

Practice organizations will increasingly engage in activities that are the functional equivalents of continuing medical education. The authors maintain that if these activities are properly structured within practice organizations, they can become powerful engines of socialization to enhance physicians' lifelong learning and commitment to medical professionalism. They propose that this promise can be realized if new or reformed practice organizations combine education and service delivery and institutionalize processes of individual and collective reflection. The resulting "institutions of reflective practice" would be ones of collegial, experiential, reflective lifelong learning concerning the technical and normative aspects of medical work. They would extend recent methods of medical education such as problem-based learning into the practice setting and draw on extant methods used in complex organizations to maximize the advantages and minimize the disadvantages that practice organizations typically present for adult learning. As such, these institutions would balance the potentially conflicting organizational needs for, on the one hand, (1) self-direction, risk taking, and creativity; (2) specialization; and (3) collegiality; and, on the other hand, (4) organizational structure, (5) coordination of division of labor, and (6) hierarchy. Overall, this institutionalization of reflective practice would enrich practice with education and education with practice, and accomplish the ideals of what the authors call "responsive medical professionalism." The medical profession would both contribute and be responsive to social values, and medical work would be valued intrinsically and as central to practitioners' self-identity and as a contribution to the public good.

Design as Knowledge Construction: Constructing Knowledge of Design

ERIC Educational Resources Information Center

Cennamo, Katherine C.

2004-01-01

In this article, I present a model of instructional design that has evolved from analysis and reflection on the process of designing materials for constructivist learning environments. I observed how we addressed the critical questions for instructional design, comparing the process to traditional instructional design models and to my emerging…

How the Brain Learns: A Classroom Teacher's Guide. Second Edition.

ERIC Educational Resources Information Center

Sousa, David A.

This book presents information to help teachers turn research on brain function into practical classroom activities and lessons, offering: brain facts; information on how the brain processes information; tips on maximizing retention; an information processing model that reflects new terminology regarding the memory systems; new research on how the…

Reflections on Aesthetic Teaching

ERIC Educational Resources Information Center

Sotiropoulou-Zormpala, Marina

2012-01-01

This article examines how it is possible to use the aesthetic process to enrich teaching practices in preschool and elementary school education. What is under scrutiny is the aesthetic dimension of a core curricular subject, the ultimate goal being to achieve an understanding of curricular content through aesthetic learning processes. For this…

Preparing Pre-Service Teachers for the Profession: Creating Spaces for Transformative Practice

ERIC Educational Resources Information Center

Auhl, Greg; Daniel, Graham R.

2014-01-01

Within professional learning communities, the processes of shared reflection and critique, or critical transformative dialogues are considered crucial for the maintenance and improvement of professional practice. This paper focuses on the development of the processes of critical transformative dialogues and their application in the professional…

Creative Disruptions in the Subway of Critical Environmental Pedagogy

ERIC Educational Resources Information Center

Leduc, Timothy B.; Warkentin, Traci

2006-01-01

This paper reflects on the process of developing a pedagogy that uses experiential learning and disruption in environmental education practice to challenge students to develop critical thought. We examine our practice with university students in an "Environment and Culture" course, and focus on the processes that can transform disruption…

Reflection for Learning, Learning for Reflection: Developing Indigenous Competencies in Higher Education

ERIC Educational Resources Information Center

Bennett, Dawn; Power, Anne; Thomson, Chris; Mason, Bonita; Bartleet, Brydie-Leigh

2016-01-01

Reflection is an essential part of students' critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and preservice teachers worked with…

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Design, Implementation and Validation of a Europe-Wide Pedagogical Framework for E-Learning

ERIC Educational Resources Information Center

Granic, Andrina; Mifsud, Charles; Cukusic, Maja

2009-01-01

Within the context of a Europe-wide project UNITE, a number of European partners set out to design, implement and validate a pedagogical framework (PF) for e- and m-Learning in secondary schools. The process of formulating and testing the PF was an evolutionary one that reflected the experiences and skills of the various European partners and…

A Taxonomy for Choosing, Evaluating, and Integrating In-the-Cloud Resources in a University Environment

ERIC Educational Resources Information Center

Kahn, Russell L.

2013-01-01

This article develops and applies an analytic matrix for searching and using Web 2.0 resources along a learning continuum based on learning styles. This continuum applies core concepts of cognitive psychology, which places an emphasis on internal processes, such as motivation, thinking, attitudes, and reflection. A pilot study found that access to…

Exploring Features of Integrative Teaching through a Microanalysis of Connection-Making Processes in a Health Sciences Curriculum

ERIC Educational Resources Information Center

Hooper, Barbara R.; Greene, David; Sample, Pat L.

2014-01-01

The interconnected nature of knowledge in the health sciences is not always reflected in how curricula, courses, and learning activities are designed. Thus have scholars advocated for more explicit attention to connection-making, or integration, in teaching and learning. However, conceptual and empirical work to guide such efforts is limited. This…

Thinking Skills by Design: Using a Capstone ePortfolio to Promote Reflection, Critical Thinking, and Curriculum Integration

ERIC Educational Resources Information Center

Morreale, Cathleen; Van Zile-Tamsen, Carol; Emerson, Cheryl A.; Herzog, Matthew

2017-01-01

A capstone ePortfolio is a digital space where students can gather and integrate their learning experiences from their undergraduate careers into a meaningful whole, demonstrate their growth as learners, and connect their learning to the world. The process of creating a capstone ePortfolio equips students with the digital composition skills…

"I Know Down to My Ribs": A Narrative Research Study on the Embodied Adult Learning of Creative Writers

ERIC Educational Resources Information Center

Tobin, Jennifer A.; Tisdell, Elizabeth J.

2015-01-01

This article reports the findings of a qualitative study that used narrative analysis to explore the role of embodied learning in the writing processes of creative writers. From a theoretical framework that draws on Merleau-Ponty's philosophy of the body, Gendlin's concepts of felt sense and focusing, and Jordi's analysis of reflection for…

Guided-Inquiry Based Laboratory Instruction: Investigation of Critical Thinking Skills, Problem Solving Skills, and Implementing Student Roles in Chemistry

ERIC Educational Resources Information Center

Gupta, Tanya

2012-01-01

Recent initiatives in the laboratory curriculum have encouraged an inquiry-based approach to learning and teaching in the laboratory. It has been argued that laboratory instruction should not just be hands-on, but it should portray the essence of inquiry through the process of experiential learning and reflective engagement in collaboration with…

Reflections on Engaging Students in the Process and Product of Strategy Development for Learning, Teaching, and Assessment: An Institutional Case Study

ERIC Educational Resources Information Center

Healey, Mick; Mason O'Connor, Kristine; Broadfoot, Patricia

2010-01-01

Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how…

Learning Processes in Chemistry: Drawing upon Cognitive Resources to Learn about the Particulate Structure of Matter

ERIC Educational Resources Information Center

Taber, Keith S.; Garcia-Franco, Alejandra

2010-01-01

This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student…

The use of films as a teaching tool for the teaching-learning process in bioethics.

PubMed

Pereira Rates, Camila Maria; Maciel Silva, Larriny; Moura Pereira, Lívia; Reis Pessalacia, Juliana Dias

2014-01-01

Identifying the contribution of using films in the process of teaching-learning in bioethics and verifying the facilities and difficulties in using this teaching resource. A qualitative study analyzed from the Bardin referential. Semi-structured interviews were carried out, recorded, and transcribed in full. For definition of the sample was used the criteria of repetition. In total, participated in the study 21 students of Nursing and Biochemistry, members of a Center for Teaching and Research in Bioethics of a public federal university in the city of Divinópolis, Minas Gerais, Brazil. During the analysis of interviews, two thematic categories and two subcategories emerged. In their responses, students indicated the importance of viewing the bioethical problem for the reflection and decision-making in professional practice. Many reported that from the experience in discussions of the films showed, were made changes in the ethical position. The use of films as a teaching resource contributes to the process of teaching-learning in bioethics for undergraduate students. The discussions of the films are stimulating and provide a space for reflection and dialogue on bioethical problems that students may encounter in their professional practice.

Preparing Medical Students for the World: Service Learning and Global Health Justice

PubMed Central

Parsi, Kayhan; List, Justin

2008-01-01

In this article, we discuss the growth of international service learning in undergraduate medical education and tie it to a burgeoning interest among students and educators in global health justice. The process of experience, reflection, and action is the cornerstone of cultivating a sense of social justice among students. Finally, we examine both risks and benefits to international service learning for medical students. We define “service learning,” distinguish it from service and volunteerism, and offer praxis as a manifestation of professionalism. PMID:19099018

Students' perceptions of a community-based service-learning project related to aging in place.

PubMed

Oakes, Claudia E; Sheehan, Nancy W

2014-01-01

This article describes a service-learning project that was designed to help undergraduate health professions students understand the complexities related to aging in place. The service-learning project also incorporated a research component to expose the students to the research process. Students' reflections regarding the benefits that they derived from the experience suggest that they value learning about older adults through one-on-one interactions more than they value the opportunity to participate in the research project. Implications for undergraduate health professional education are discussed.

Towards High-Quality Reflective Learning amongst Law Undergraduate Students: Analysing Students' Reflective Journals during a Problem-Based Learning Course

ERIC Educational Resources Information Center

Rué, Joan; Font, Antoni; Cebrián, Gisela

2013-01-01

There is wide agreement that problem-based learning is a key strategy to promote individual abilities for "learning how to learn". This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six…

Critical thinking as a self-regulatory process component in teaching and learning.

PubMed

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

Conceptual and operational understanding of learning for sustainability: a case study of the beef industry in north-eastern Australia.

PubMed

Lankester, Ally J

2013-04-15

Extensive attention has been given to understanding learning processes that foster sustainability. Despite this focus there is still limited knowledge of learning processes that create changes in perspectives and practices. This paper aims to increase understanding of learning processes in the context of sustainability and refers to the beef industry in north-eastern Australia. A framework based on adult learning theories was developed and used to analyse the what, why and how of beef producers' learning to improve land condition. Twenty-eight producers were interviewed face-to-face and another 91 participated in a telephone survey. Most beef producers were motivated to learn due to perceived problems with existing practices and described mainly learning new skills and techniques to improve production. Beef producers main learning sources were their own experiences, observing others' practices and sharing experiences with peers and family members. Results showed that organised collective learning, adversity and active experimentation with natural resource management skills and techniques can facilitate critical reflection of practices, questioning of the self, others and cultural norms and an enhanced sense of environmental responsibility. Copyright © 2013 Elsevier Ltd. All rights reserved.

Visual Perceptual Echo Reflects Learning of Regularities in Rapid Luminance Sequences.

PubMed

Chang, Acer Y-C; Schwartzman, David J; VanRullen, Rufin; Kanai, Ryota; Seth, Anil K

2017-08-30

A novel neural signature of active visual processing has recently been described in the form of the "perceptual echo", in which the cross-correlation between a sequence of randomly fluctuating luminance values and occipital electrophysiological signals exhibits a long-lasting periodic (∼100 ms cycle) reverberation of the input stimulus (VanRullen and Macdonald, 2012). As yet, however, the mechanisms underlying the perceptual echo and its function remain unknown. Reasoning that natural visual signals often contain temporally predictable, though nonperiodic features, we hypothesized that the perceptual echo may reflect a periodic process associated with regularity learning. To test this hypothesis, we presented subjects with successive repetitions of a rapid nonperiodic luminance sequence, and examined the effects on the perceptual echo, finding that echo amplitude linearly increased with the number of presentations of a given luminance sequence. These data suggest that the perceptual echo reflects a neural signature of regularity learning.Furthermore, when a set of repeated sequences was followed by a sequence with inverted luminance polarities, the echo amplitude decreased to the same level evoked by a novel stimulus sequence. Crucially, when the original stimulus sequence was re-presented, the echo amplitude returned to a level consistent with the number of presentations of this sequence, indicating that the visual system retained sequence-specific information, for many seconds, even in the presence of intervening visual input. Altogether, our results reveal a previously undiscovered regularity learning mechanism within the human visual system, reflected by the perceptual echo. SIGNIFICANCE STATEMENT How the brain encodes and learns fast-changing but nonperiodic visual input remains unknown, even though such visual input characterizes natural scenes. We investigated whether the phenomenon of "perceptual echo" might index such learning. The perceptual echo is a long-lasting reverberation between a rapidly changing visual input and evoked neural activity, apparent in cross-correlations between occipital EEG and stimulus sequences, peaking in the alpha (∼10 Hz) range. We indeed found that perceptual echo is enhanced by repeatedly presenting the same visual sequence, indicating that the human visual system can rapidly and automatically learn regularities embedded within fast-changing dynamic sequences. These results point to a previously undiscovered regularity learning mechanism, operating at a rate defined by the alpha frequency. Copyright © 2017 the authors 0270-6474/17/378486-12$15.00/0.

Experiential learning in nursing consultation education via clinical simulation with actors: action research.

PubMed

de Oliveira, Saionara Nunes; do Prado, Marta Lenise; Kempfer, Silvana Silveira; Martini, Jussara Gue; Caravaca-Morera, Jaime Alonso; Bernardi, Mariely Carmelina

2015-02-01

This was an action research study conducted during an undergraduate nursing course. The objective was to propose and implement experiential learning for nursing consultation education using clinical simulation with actors. The 4 steps of action research were followed: planning, action, observation and reflection. Three nursing undergraduate students participated in the study. Data were collected in May and July 2013 via participant comments and interviews and were analyzed in accordance with the operative proposal for qualitative data analysis. Planning included constructing and validating the clinical guides, selecting and training the actors, organizing and preparing the scenario and the issuing invitations to the participants. The action was carried out according to Kolb's (1984) 4 stages of learning cycles: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Clinical simulation involves different subjects' participation in all stages, and action research is a method that enables the clinical stimulation to be implemented. It must be guided by clear learning objectives and by a critical pedagogy that encourages critical thinking in students. Using actors and a real scenario facilitated psychological fidelity, and debriefing was the key moment of the reflective process that facilitated the integral training of students through experiential learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

PubMed Central

George, Paul; Reis, Shmuel; Dobson, Margaret; Nothnagle, Melissa

2013-01-01

Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills. PMID:24404275

Learning new meanings for known words: Biphasic effects of prior knowledge.

PubMed

Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

2017-01-01

In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-"skate", one may learn that "skate" is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings.

Understanding the processes of writing papers reflectively.

PubMed

Regmi, Krishna; Naidoo, Jennie

2013-07-01

This paper explores the writing of research papers using reflective frameworks. Reflective practice is integral to professional education and development. However, healthcare students, academics and practitioners have given limited attention to how to write reflectively. In addition, there are limited resources on the practical aspects of writing papers reflectively. The following major databases were searched: PubMed, Medline, King's Library, Excerpta Medica Database, Department of Health database, Cumulative Index to Nursing and Allied Health Literature. The searches were conducted using 'free text' and 'index' terms. Only relevant papers published in English were reviewed and scrutinised. Unpublished reports, internal publications, snowballing from the reference lists and personal contacts were also included in the search. This is a review paper that critiques the frameworks used for reflective practice. Writing papers reflectively is a complex task. Healthcare professionals and researchers need to understand the meaning of reflection and make appropriate use of reflective frameworks. Demystifying the process of reflectively writing papers will help professionals develop skills and competencies. IMPLICATION FOR RESEARCH/PRACTICE: This article provides a practical guide to reflection and how nursing and allied healthcare students, academics and practitioners can practise it. The paper identifies four generic stages in frameworks: description, assessment, evaluation and action, which are illustrated by annotated 'skeletal' examples. It is hoped that this will assist the process of reflective practice, writing and learning.

Revealing Adaptive Management of Environmental Flows

NASA Astrophysics Data System (ADS)

Allan, Catherine; Watts, Robyn J.

2018-03-01

Managers of land, water, and biodiversity are working with increasingly complex social ecological systems with high uncertainty. Adaptive management (learning from doing) is an ideal approach for working with this complexity. The competing social and environmental demands for water have prompted interest in freshwater adaptive management, but its success and uptake appear to be slow. Some of the perceived "failure" of adaptive management may reflect the way success is conceived and measured; learning, rarely used as an indicator of success, is narrowly defined when it is. In this paper, we document the process of adaptive flow management in the Edward-Wakool system in the southern Murray-Darling Basin, Australia. Data are from interviews with environmental water managers, document review, and the authors' structured reflection on their experiences of adaptive management and environmental flows. Substantial learning occurred in relation to the management of environmental flows in the Edward-Wakool system, with evidence found in planning documents, water-use reports, technical reports, stakeholder committee minutes, and refereed papers, while other evidence was anecdotal. Based on this case, we suggest it may be difficult for external observers to perceive the success of large adaptive management projects because evidence of learning is dispersed across multiple documents, and learning is not necessarily considered a measure of success. We suggest that documentation and sharing of new insights, and of the processes of learning, should be resourced to facilitate social learning within the water management sector, and to help demonstrate the successes of adaptive management.

Revealing Adaptive Management of Environmental Flows.

PubMed

Allan, Catherine; Watts, Robyn J

2018-03-01

Managers of land, water, and biodiversity are working with increasingly complex social ecological systems with high uncertainty. Adaptive management (learning from doing) is an ideal approach for working with this complexity. The competing social and environmental demands for water have prompted interest in freshwater adaptive management, but its success and uptake appear to be slow. Some of the perceived "failure" of adaptive management may reflect the way success is conceived and measured; learning, rarely used as an indicator of success, is narrowly defined when it is. In this paper, we document the process of adaptive flow management in the Edward-Wakool system in the southern Murray-Darling Basin, Australia. Data are from interviews with environmental water managers, document review, and the authors' structured reflection on their experiences of adaptive management and environmental flows. Substantial learning occurred in relation to the management of environmental flows in the Edward-Wakool system, with evidence found in planning documents, water-use reports, technical reports, stakeholder committee minutes, and refereed papers, while other evidence was anecdotal. Based on this case, we suggest it may be difficult for external observers to perceive the success of large adaptive management projects because evidence of learning is dispersed across multiple documents, and learning is not necessarily considered a measure of success. We suggest that documentation and sharing of new insights, and of the processes of learning, should be resourced to facilitate social learning within the water management sector, and to help demonstrate the successes of adaptive management.

Determinants of Self-Reflective Learning and Its Consequences in Online Master Degree Programs

ERIC Educational Resources Information Center

Neumann, Yoram; Neumann, Edith; Lewis, Shelia

2017-01-01

Based on recent studies of self-reflective learning and its effects on various learning outcomes, this study examined the concept of self-reflective learning in the context of the Robust Learning Model (RLM), which is a learning model designed for improving the educational effectiveness of online degree programs. Two models were introduced to…

A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

ERIC Educational Resources Information Center

Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…

The Inculcation of Critical Reflection through Reflective Learning Log: An Action Research in Entrepreneurship Module

ERIC Educational Resources Information Center

Kheng, Yeoh Khar

2017-01-01

Purpose: This study is part of the Scholarship of Teaching and Learning (SoTL) grant to examine written reflective learning log among the students studying BPME 3073 Entrepreneurship in UUM. Method: The data collection techniques is researcher-directed textual data through reflective learning log; obtained from students of one hundred forty. A…

Reflections upon the Development of a Dementia Screening Service for Individuals with Down's Syndrome across the Hyndburn and Ribble Valley Area

ERIC Educational Resources Information Center

Cairns, Victoria; Lamb, Isobel; Smith, Esther

2011-01-01

The high prevalence of dementia in individuals with Down's syndrome has led learning disability services in the Hyndburn and Ribble Valley (HRV) area to develop a screening service to address this need; this paper offers reflections upon this process by its members after the first 12 months of operation. A multidisciplinary team comprising…

I Used to Think... and Now I Think...: Twenty Leading Educators Reflect on the Work of School Reform

ERIC Educational Resources Information Center

Elmore, Richard F., Ed.

2011-01-01

This book's title, "I Used to Think... And Now I Think...", is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to…

Modelos Interactivos en el Proceso de la Ensenanza y el Aprendizaje en el Nivel Universitario (Interactive Models in the Process of Teaching and Learning at the University Level).

ERIC Educational Resources Information Center

Carrasquillo, Angela; Lopez, Carmen

This article, written in Spanish (with an abstract in English) presents an overview of recommended interactive instructional models at the college level. The first section lists characteristics of a reflective college professor stressing that reflection revolves around the students, the curriculum, the methodology, and the college's overall…

Mapping the work-based learning of novice teachers: charting some rich terrain.

PubMed

Cook, Vivien

2009-12-01

Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education. This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised. The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe 'what' and 'how' non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a 'concept map', participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators. Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback. Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.

Learning classification with auxiliary probabilistic information

PubMed Central

Nguyen, Quang; Valizadegan, Hamed; Hauskrecht, Milos

2012-01-01

Finding ways of incorporating auxiliary information or auxiliary data into the learning process has been the topic of active data mining and machine learning research in recent years. In this work we study and develop a new framework for classification learning problem in which, in addition to class labels, the learner is provided with an auxiliary (probabilistic) information that reflects how strong the expert feels about the class label. This approach can be extremely useful for many practical classification tasks that rely on subjective label assessment and where the cost of acquiring additional auxiliary information is negligible when compared to the cost of the example analysis and labelling. We develop classification algorithms capable of using the auxiliary information to make the learning process more efficient in terms of the sample complexity. We demonstrate the benefit of the approach on a number of synthetic and real world data sets by comparing it to the learning with class labels only. PMID:25309141

Making Connections for Mindful Inquiry: Using Reflective Journals to Scaffold an Autobiographical Approach to Learning in Economics

ERIC Educational Resources Information Center

Blackshields, Daniel

2009-01-01

This research develops a narrative of incidents of intentional learning by students studying undergraduate economics as represented in their written reflective journals. The deliberate integration of learner reflection, reflective practice and reflective writing into the pedagogy may facilitate transfer learning (Sousa, 2006). Transfer has been…

Reflection in Work-Based Learning: Self-Regulation or Self-Liberation?

ERIC Educational Resources Information Center

Siebert, Sabina; Walsh, Anita

2013-01-01

This article considers the role of reflective practice in work-based learning in higher education. The benefits of using reflection for learning at work have been widely recognised and the pedagogy to support reflection is now established. However, the use of reflective practice has been subjected to considerable critique, and many of the…

Learning by exploring planets, plate tectonics, and the process of inquiry

NASA Astrophysics Data System (ADS)

Bartlett, M. G.

2006-12-01

Inquiry-based instruction should be question driven, involve good triggers for learning, emphasize researchable questions, build research skills, provide mechanisms for students to monitor their progress, and draw on the expertise of the instruction to promote inquiry and reflection. At Brigham Young University Hawaii, we have implemented an inquiry based approach to teaching introductory Earth science which provides students with little or no background in the sciences immediate access to participation in current research of genuine scientific interest. An example of this process is presented in which students are engaged in reflecting on whether plate tectonics is a general theory of planetary organization and evolution. Students use topographic, magnetic, spectral, and other data from NASA and ESA missions to determine whether "Earth-style" plate tectonics is functional on planets and moons elsewhere in the solar system. Students are engaged in a data- rich environment from which they must formulate and test multiple hypotheses. Throughout the process, students are engaged in small groups to identify what they need to learn to answer their questions, what resources are available to them, how best to report their findings, and how they can assess the amount of learning that is taking place. Students' responses to the course have been overwhelmingly positive and suggest that many of the students are internalizing the meta-cognitive skills the course is designed to inculcate.

Developing mathematical practices through reflection cycles

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.

2016-09-01

This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics learning. To do so, it introduces the concept of reflection cycles. Each cycle begins with prospective reflection, which guides one's actions during an experience, and ends with retrospective reflection, which consolidates the experience and informs the next reflection cycle. Using reflection cycles as an organizing framework, this paper synthesizes the literature on reflective practices at a variety of levels: (1) metacognition, (2) self-assessment, (3) noticing, and (4) lifelong learning. These practices represent a spectrum of reflection, ranging from the micro level (1) to macro level (4).

What did first-year students experience during their interprofessional education? A qualitative analysis of e-portfolios.

PubMed

Imafuku, Rintaro; Kataoka, Ryuta; Ogura, Hiroshi; Suzuki, Hisayoshi; Enokida, Megumi; Osakabe, Keitaro

2018-05-01

Interprofessional collaboration is an essential approach to comprehensive patient care. As previous studies have argued, interprofessional education (IPE) must be integrated in a stepwise, systematic manner in undergraduate health profession education programmes. Given this perspective, first-year IPE is a critical opportunity for building the foundation of interprofessional collaborative practice. This study aims to explore the first-year students' learning processes and the longitudinal changes in their perceptions of learning in a year-long IPE programme. Data were collected at a Japanese medical university, in which different pedagogical approaches are adopted in the IPE programme. Some of these approaches include interprofessional problem-based learning, early exposure, and interactive lecture-based teaching. The students are required to submit written reflections as a formative assessment. This study conducted an inductive thematic analysis of 104 written reflections from a series of e-portfolios of 26 first-year students. The themes related to learning outcomes from student perspectives included communication (e.g., active listening and intelligible explanation), teams and teamwork (e.g., mutual engagement and leadership), roles/responsibilities as a group member (e.g., self-directed learning and information literacy), and roles/responsibilities as a health professional (e.g., understanding of the student's own professional and mutual respect in an interprofessional team). The study also indicated three perspectives of students' learning process at different stages of the IPE, i.e., processes by which students became active and responsible learners, emphasised the enhancement of teamwork, and developed their own interprofessional identities. This study revealed the first-year students' learning processes in the year-long IPE programme and clarified the role of the first-year IPE programme within the overall curriculum. The findings suggest that the students' active participation in the IPE programme facilitated their fundamental understanding of communication/teamwork and identity formation as a health professional in interprofessional collaborative practice.

Collective Health Nursing: the construction of critical thinking about the reality of health.

PubMed

Chaves, Maria Marta Nolasco; Larocca, Liliana Müller; Peres, Aida Maris

2011-12-01

This article presents an analysis of the Collective Health Nursing teaching-learning processes and research in view of the consolidation of the Brazilian National Health System (Sistema Único de Saúde - SUS), performed with the objective to acknowledge the potentiality of the health reality of the population as a strategy to approximate the field of nursing practice and training as a way to revert undesired health situations. Thus, the authors reflect about the work of Collective Health Nursing, as they understand it is a mediator to promoting teaching, learning and knowledge development in this field. The authors believe that those processes, founded on critical thinking, permit to reflect about the contradictions between the current public policy and the actions promoted by the sector, and, this way, contribute to overcome the current health care mode, which has historically been founded on curative actions towards individuals, to assuming a model that acknowledges the health needs and intervenes in the social determination of the health-disease process.

Balancing Bologna: opportunities for university teaching that integrates academic and practical learning outcomes

NASA Astrophysics Data System (ADS)

Probst, Lorenz; Pflug, Verena; Brandenburg, Christiane; Guggenberger, Thomas; Mentler, Axel; Wurzinger, Maria

2014-05-01

In the course of the Bologna Process, the quality of university teaching has become more prominent in the discourse on higher education. More attention is now paid to didactics and methods and learner-oriented modes of teaching are introduced. The application of knowledge, practical skills and in consequence the employability of university graduates have become requirements for university teaching. Yet, the lecture-style approach still dominates European universities, although empirical evidence confirms that student-centred, interdisciplinary and experiential learning is more effective. Referring to the learning taxonomy introduced by Bloom, we argue that standard approaches rarely move beyond the learning level of comprehension and fail to reach the levels of application, analysis, synthesis and evaluation. Considering the rapid changes and multiple challenges society faces today, responsible practitioners and scientists who can improve the current management of natural resources are urgently needed. Universities are expected to equip their graduates with the necessary skills to reflect and evaluate their actions when addressing 'real world' problems in order to improve impact and relevance of their work. Higher education thus faces the challenge of providing multi-level learning opportunities for students with diverse practical and theoretical learning needs. In this study, we reflect on three cases of university teaching attempting to bridge theory and practice and based on the principles of systemic, problem based learning. The described courses focus on organic farming, rural development and landscape planning and take place in Uganda, Nicaragua and Italy. We show that being part of a real-world community of stakeholders requires hands-on learning and the reflection and evaluation of actions. This prepares students in a more effective and realistic way for their future roles as responsible decision makers in complex social, economic and ecological systems. We thus conclude that in order (1) to meet the goals of the Bologna process; and (2) to bridge the gap between theory and practice in higher education, university teaching needs to radically reconsider its standard forms of teaching. We propose a fundamental shift towards action learning in real-world settings, empowering students to become responsible actors.

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

PubMed

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

Blogging for Reflection: The Use of Online Journals to Engage Students in Reflective Learning

ERIC Educational Resources Information Center

Muncy, James A.

2014-01-01

Reflective learning has long been studied in many disciplines. A primary way that reflective learning has been taught is through journaling. With the advent of e-learning, journaling has moved to the Web in the form of blogs. The current paper reviews the current state of journaling and blogging research with specific recommendations for marketing…

Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice.

PubMed

Wald, Hedy S; Anthony, David; Hutchinson, Tom A; Liben, Stephen; Smilovitch, Mark; Donato, Anthony A

2015-06-01

Recent calls for an expanded perspective on medical education and training include focusing on complexities of professional identity formation (PIF). Medical educators are challenged to facilitate the active constructive, integrative developmental process of PIF within standardized and personalized and/or formal and informal curricular approaches. How can we best support the complex iterative PIF process for a humanistic, resilient health care professional? How can we effectively scaffold the necessary critical reflective learning and practice skill set for our learners to support the shaping of a professional identity?The authors present three pedagogic innovations contributing to the PIF process within undergraduate and graduate medical education (GME) at their institutions. These are (1) interactive reflective writing fostering reflective capacity, emotional awareness, and resiliency (as complexities within physician-patient interactions are explored) for personal and professional development; (2) synergistic teaching modules about mindful clinical practice and resilient responses to difficult interactions, to foster clinician resilience and enhanced well-being for effective professional functioning; and (3) strategies for effective use of a professional development e-portfolio and faculty development of reflective coaching skills in GME.These strategies as "bridges from theory to practice" embody and integrate key elements of promoting and enriching PIF, including guided reflection, the significant role of relationships (faculty and peers), mindfulness, adequate feedback, and creating collaborative learning environments. Ideally, such pedagogic innovations can make a significant contribution toward enhancing quality of care and caring with resilience for the being, relating, and doing of a humanistic health care professional.

External and internal factors influencing self-directed online learning of physiotherapy undergraduate students in Sweden: a qualitative study

PubMed Central

Hammarlund, Catharina Sjödahl; Nilsson, Maria H.; Gummesson, Christina

2015-01-01

Purpose: Online courses have become common in health sciences education. This learning environment can be designed using different approaches to support student learning. To further develop online environment, it is important to understand how students perceive working and learning online. The aim of this study is to identify aspects influencing students’ learning processes and their adaptation to self-directed learning online. Methods: Thirty-four physiotherapy students with a mean age of 25 years (range, 21 to 34 years) participated. Qualitative content analysis and triangulation was used when investigating the students’ self-reflections, written during a five week self-directed, problem-oriented online course. Results: Two categories emerged: ‘the influence of the structured framework’ and ‘communication and interaction with teachers and peers.’ The learning processes were influenced by external factors, e.g., a clear structure including a transparent alignment of assignments and assessment. Important challenges to over-come were primarily internal factors, e.g., low self-efficacy, difficulties to plan the work effectively and adapting to a new environment. Conclusion: The analyses reflected important perspectives targeting areas which enable further course development. The influences of external and internal factors on learning strategies and self-efficacy are important aspects to consider when designing online courses. Factors such as pedagogical design, clarity of purpose, goals, and guidelines were important as well as continuous opportunities for communication and collaboration. Further studies are needed to understand and scaffold the motivational factors among students with low self-efficacy. PMID:26101401

Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training

ERIC Educational Resources Information Center

Mauroux, Laetitia; Könings, Karen D.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc

2014-01-01

While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of…

Facilitating Online Reflective Learning for Health and Social Care Professionals

ERIC Educational Resources Information Center

Morgan, Jane; Rawlinson, Mark; Weaver, Mike

2006-01-01

Health and social care education has a long established association with reflective learning as a way of developing post-qualifying professional practice. Reflective learning is also a key feature of self-regulatory learning, which is an essential aspect of life-long learning for today's National Health Service workforce. Using a small-scale case…

Learning Institution to Learning Organization: Kudos to Reflective Practitioners

ERIC Educational Resources Information Center

Yeo, Roland K.

2006-01-01

Purpose: The aim of this paper is to explore if reflective inquiry and action learning have an influence on job and organizational effectiveness. A reflective-action learning framework will be used as a prior theory to illustrate its link to organizational learning. Design/methodology/approach: The case organization is a Singapore higher learning…

Practitioner Reflections on Engineering Students' Engagement with e-Learning

ERIC Educational Resources Information Center

Chang, Rosemary L.; Richardson, Jennifer C.; Banky, George P.; Coller, Brianno D.; Jaksa, Mark B.; Lindsay, Euan D.; Maier, Holger R.

2011-01-01

This paper reports on an investigation of student engagement with e-learning, using practitioner reflection as a lens. Five e-learning practitioners each provided a case study from their teaching, which was the focus of practitioners' reflective accounts. Each of the practitioners had used e-learning as a way of promoting both learning and…

Unequal-Strength Source zROC Slopes Reflect Criteria Placement and Not (Necessarily) Memory Processes

ERIC Educational Resources Information Center

Starns, Jeffrey J.; Pazzaglia, Angela M.; Rotello, Caren M.; Hautus, Michael J.; Macmillan, Neil A.

2013-01-01

Source memory zROC slopes change from below 1 to above 1 depending on which source gets the strongest learning. This effect has been attributed to memory processes, either in terms of a threshold source recollection process or changes in the variability of continuous source evidence. We propose 2 decision mechanisms that can produce the slope…

Implicit and Explicit Contributions to Object Recognition: Evidence from Rapid Perceptual Learning

PubMed Central

Hassler, Uwe; Friese, Uwe; Gruber, Thomas

2012-01-01

The present study investigated implicit and explicit recognition processes of rapidly perceptually learned objects by means of steady-state visual evoked potentials (SSVEP). Participants were initially exposed to object pictures within an incidental learning task (living/non-living categorization). Subsequently, degraded versions of some of these learned pictures were presented together with degraded versions of unlearned pictures and participants had to judge, whether they recognized an object or not. During this test phase, stimuli were presented at 15 Hz eliciting an SSVEP at the same frequency. Source localizations of SSVEP effects revealed for implicit and explicit processes overlapping activations in orbito-frontal and temporal regions. Correlates of explicit object recognition were additionally found in the superior parietal lobe. These findings are discussed to reflect facilitation of object-specific processing areas within the temporal lobe by an orbito-frontal top-down signal as proposed by bi-directional accounts of object recognition. PMID:23056558

Role of the medial prefrontal cortex in impaired decision making in juvenile attention-deficit/hyperactivity disorder.

PubMed

Hauser, Tobias U; Iannaccone, Reto; Ball, Juliane; Mathys, Christoph; Brandeis, Daniel; Walitza, Susanne; Brem, Silvia

2014-10-01

Attention-deficit/hyperactivity disorder (ADHD) has been associated with deficient decision making and learning. Models of ADHD have suggested that these deficits could be caused by impaired reward prediction errors (RPEs). Reward prediction errors are signals that indicate violations of expectations and are known to be encoded by the dopaminergic system. However, the precise learning and decision-making deficits and their neurobiological correlates in ADHD are not well known. To determine the impaired decision-making and learning mechanisms in juvenile ADHD using advanced computational models, as well as the related neural RPE processes using multimodal neuroimaging. Twenty adolescents with ADHD and 20 healthy adolescents serving as controls (aged 12-16 years) were examined using a probabilistic reversal learning task while simultaneous functional magnetic resonance imaging and electroencephalogram were recorded. Learning and decision making were investigated by contrasting a hierarchical Bayesian model with an advanced reinforcement learning model and by comparing the model parameters. The neural correlates of RPEs were studied in functional magnetic resonance imaging and electroencephalogram. Adolescents with ADHD showed more simplistic learning as reflected by the reinforcement learning model (exceedance probability, Px = .92) and had increased exploratory behavior compared with healthy controls (mean [SD] decision steepness parameter β: ADHD, 4.83 [2.97]; controls, 6.04 [2.53]; P = .02). The functional magnetic resonance imaging analysis revealed impaired RPE processing in the medial prefrontal cortex during cue as well as during outcome presentation (P < .05, family-wise error correction). The outcome-related impairment in the medial prefrontal cortex could be attributed to deficient processing at 200 to 400 milliseconds after feedback presentation as reflected by reduced feedback-related negativity (ADHD, 0.61 [3.90] μV; controls, -1.68 [2.52] μV; P = .04). The combination of computational modeling of behavior and multimodal neuroimaging revealed that impaired decision making and learning mechanisms in adolescents with ADHD are driven by impaired RPE processing in the medial prefrontal cortex. This novel, combined approach furthers the understanding of the pathomechanisms in ADHD and may advance treatment strategies.

Narrative Generates a Learning Spiral in Education: Recognition, Reflection, and Reconstruction

ERIC Educational Resources Information Center

Liu, Xueyang

2015-01-01

The narrative form is everywhere. It can be as common as our daily stories and as significant as a great novel. Narrating can be a process of self-assessment and introspection around a certain theme. In this sense it is important in education. In this paper I argue that people learn not only by listening to narrative but also by teaching others…

Reflections of Tomorrow: Lifelong Learning and the Public Library (A Delphi Study). Excerpts.

ERIC Educational Resources Information Center

Weingand, Darlene E.

This study focuses on the question of whether the public library can or will be one of the non-formal providers of lifelong learning in Minnesota, and uses the Delphi method to discover in what way the public library as it is perceived by various publics could become an active participant in this dimension of the educational process. Five groups…

A Reflection on Reflection.

ERIC Educational Resources Information Center

Smith, Pat

2002-01-01

Reflects on the articles in this themed issue on reflective practice. Notes that these teacher/authors have been influenced by prior learning, past experience, feelings, attitudes, values, the school constraints on the learning environment, and their own assumptions about teaching. Describes how teachers have formed a learning community to…

Cueing cognitive flexibility: Item-specific learning of switch readiness.

PubMed

Chiu, Yu-Chin; Egner, Tobias

2017-12-01

The rich behavioral repertoire of the human species derives from our ability to flexibly reconfigure processing strategies (task sets) in response to changing requirements. This updating of task sets is effortful, as reflected by longer response times when switching a task than repeating it (switch costs). However, some recent data suggest that switch costs can be reduced by cueing switch readiness bottom-up, by associating particular stimuli with frequent switch requirements. This type of "stimulus-control (S-C) learning" would be highly adaptive, as it combines the speed of automatic (bottom-up) processing with the flexibility and generalizability of controlled (top-down) processing. However, it is unclear whether S-C learning of switch readiness is truly possible, and what the underlying mechanisms are. Here we address these questions by pairing specific stimuli with a need to update task-sets either frequently or rarely. In all 3 experiments, we observe robust item-specific switch probability (ISSP) effects as revealed by smaller switch costs for frequent switch items than for rare switch items. By including a neutral condition, we also show that the ISSP effect is primarily driven by S-C learning reducing switch costs in frequent switch items. Furthermore, by employing 3 tasks in Experiment 3, we establish that the ISSP effect reflects an enhancement of general switch readiness, rather than of the readiness to switch to a specific alternate task. These results firmly establish that switch readiness is malleable by item-specific S-C learning processes, documenting that a generalizable state of cognitive flexibility can be primed by a bottom-up stimulus. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The 3D model of debriefing: defusing, discovering, and deepening.

PubMed

Zigmont, Jason J; Kappus, Liana J; Sudikoff, Stephanie N

2011-04-01

The experiential learning process involves participation in key experiences and analysis of those experiences. In health care, these experiences can occur through high-fidelity simulation or in the actual clinical setting. The most important component of this process is the postexperience analysis or debriefing. During the debriefing, individuals must reflect upon the experience, identify the mental models that led to behaviors or cognitive processes, and then build or enhance new mental models to be used in future experiences. On the basis of adult learning theory, the Kolb Experiential Learning Cycle, and the Learning Outcomes Model, we structured a framework for facilitators of debriefings entitled "the 3D Model of Debriefing: Defusing, Discovering, and Deepening." It incorporates common phases prevalent in the debriefing literature, including description of and reactions to the experience, analysis of behaviors, and application or synthesis of new knowledge into clinical practice. It can be used to enhance learning after real or simulated events. Copyright © 2011 Elsevier Inc. All rights reserved.

The Synergies research-practice partnership project: a 2020 Vision case study

NASA Astrophysics Data System (ADS)

Falk, John H.; Dierking, Lynn D.; Staus, Nancy L.; Wyld, Jennifer N.; Bailey, Deborah L.; Penuel, William R.

2016-03-01

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners' everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural-political contexts of the needs and concerns of the larger global society.

A problem-based learning curriculum for occupational therapy education.

PubMed

Royeen, C B

1995-04-01

To prepare practitioners and researchers who are well equipped to deal with the inevitable myriad changes in health care and in society coming in the 21st century, a new focus is needed in occupational therapy education. In addition to proficiency in clinical skills and technical knowledge, occupational therapy graduates will need outcome competencies underlying the skills of critical reflection. In this article, the author presents (a) the rationale for the need for change in occupational therapy education, (b) key concepts of clinical reasoning and critical reflection pertaining to the outcome such change in occupational therapy education should address, (c) problem-based learning as a process and educational method to prepare occupational therapists in these competencies, and (d) the experience of the Program in Occupational Therapy at Shenandoah University in Winchester, Virginia, in implementing a problem-based learning curriculum.

Reflection on Cuboid Net with Mathematical Learning Quality

NASA Astrophysics Data System (ADS)

Sari, Atikah; Suryadi, Didi; Syaodih, Ernawulan

2017-09-01

This research aims to formulate an alternative to the reflection in mathematics learning activities related to the activities of the professionalism of teachers motivated by a desire to improve the quality of learning. This study is a qualitative study using the Didactical Design research. This study was conducted in one of the elementary schools. The data collection techniques are triangulation with the research subject is teacher 5th grade. The results of this study indicate that through deep reflection, teachers can design learning design in accordance with the conditions of the class. Also revealed that teachers have difficulty in choosing methods of learning and contextual learning media. Based on the implementation of activities of reflection and make the learning design based on the results of reflection can be concluded that the quality of learning in the class will develop.

Early childhood numeracy in a multiage setting

NASA Astrophysics Data System (ADS)

Wood, Karen; Frid, Sandra

2005-10-01

This research is a case study examining numeracy teaching and learning practices in an early childhood multiage setting with Pre-Primary to Year 2 children. Data were collected via running records, researcher reflection notes, and video and audio recordings. Video and audio transcripts were analysed using a mathematical discourse and social interactions coding system designed by MacMillan (1998), while the running records and reflection notes contributed to descriptions of the children's interactions with each other and with the teachers. Teachers used an `assisted performance' approach to instruction that supported problem solving and inquiry processes in mathematics activities, and this, combined with a child-centred pedagogy and specific values about community learning, created a learning environment designed to stimulate and foster learning. The mathematics discourse analysis showed a use of explanatory language in mathematics discourse, and this language supported scaffolding among children for new mathematics concepts. These and other interactions related to peer sharing, tutoring and regulation also emerged as key aspects of students' learning practices. However, the findings indicated that multiage grouping alone did not support learning. Rather, effective learning was dependent upon the teacher's capacities to develop productive discussion among children, as well as implement developmentally appropriate curricula that addressed the needs of the different children.

Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes.

PubMed

Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica

2014-07-01

Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Reflective Learning in Practice.

ERIC Educational Resources Information Center

Brockbank, Anne, Ed.; McGill, Ian, Ed.; Beech, Nic, Ed.

This book contains 22 papers on reflective learning in practice. The following papers are included: "Our Purpose" (Ann Brockbank, Ian McGill, Nic Beech); "The Nature and Context of Learning" (Ann Brockbank, Ian McGill, Nic Beech); "Reflective Learning and Organizations" (Ann Brockbank, Ian McGill, Nic Beech);…

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed

Langendyk, Vicki; Mason, Glenn; Wang, Shaoyu

2016-02-04

This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine.

A case study of a multiply talented savant with an autism spectrum disorder: neuropsychological functioning and brain morphometry.

PubMed

Wallace, Gregory L; Happé, Francesca; Giedd, Jay N

2009-05-27

Neuropsychological functioning and brain morphometry in a savant (case GW) with an autism spectrum disorder (ASD) and both calendar calculation and artistic skills are quantified and compared with small groups of neurotypical controls. Good memory, mental calculation and visuospatial processing, as well as (implicit) knowledge of calendar structure and 'weak' central coherence characterized the cognitive profile of case GW. Possibly reflecting his savant skills, the superior parietal region of GW's cortex was the only area thicker (while areas such as the superior and medial prefrontal, middle temporal and motor cortices were thinner) than that of a neurotypical control group. Taken from the perspective of learning/practice-based models, skills in domains (e.g. calendars, art, music) that capitalize upon strengths often associated with ASD, such as detail-focused processing, are probably further enhanced through over-learning and massive exposure, and reflected in atypical brain structure.

A case study of a multiply talented savant with an autism spectrum disorder: neuropsychological functioning and brain morphometry

PubMed Central

Wallace, Gregory L.; Happé, Francesca; Giedd, Jay N.

2009-01-01

Neuropsychological functioning and brain morphometry in a savant (case GW) with an autism spectrum disorder (ASD) and both calendar calculation and artistic skills are quantified and compared with small groups of neurotypical controls. Good memory, mental calculation and visuospatial processing, as well as (implicit) knowledge of calendar structure and ‘weak’ central coherence characterized the cognitive profile of case GW. Possibly reflecting his savant skills, the superior parietal region of GW's cortex was the only area thicker (while areas such as the superior and medial prefrontal, middle temporal and motor cortices were thinner) than that of a neurotypical control group. Taken from the perspective of learning/practice-based models, skills in domains (e.g. calendars, art, music) that capitalize upon strengths often associated with ASD, such as detail-focused processing, are probably further enhanced through over-learning and massive exposure, and reflected in atypical brain structure. PMID:19528026

Cultivating Sustainable and Authentic Service-Learning Partnerships in the Environmental Sciences

NASA Astrophysics Data System (ADS)

Ivanochko, Tara; Grain, Kari

2017-04-01

The two-term, community service-learning capstone course for Environmental Sciences at the University of British Columbia, Canada, aims to support both community and students using authentic science practice in service of the community. During the course development, we implemented a routine process for student and community feedback, instructor reflection and course revision. Drawing on data from 23 interviews and 9 focus groups collected over three years, findings from this study highlight ways that community partnerships can be sustained while students have an authentic science experience. Based on data collected from community partners, we highlight the key processes, challenges, successes, and practical considerations in the creation and sustainability of a scientifically robust service-learning course.