Authentic Reflection for Experiential Learning at İnternational Schools

Perry, Stirling; Martin, Robin Ann

doi:10.37333/001c.29605

Cited by 5 publications

(1 citation statement)

References 15 publications

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“…While both processes are important, it seems that researching de-contextualization is neglected when compared to studies exploring re-contextualization (Orland-Barak and Yinon, 2007). The literature often mentions negative feelings of students (Perry and Martin, 2016) who state that reflection is 'a pointless ritual wrapped in meaningless words' (Shor, 1992: 83). Others acknowledge that curricular activities and educational practice fail to systematically support reflective thinking, which over time tends to become superficial (Ryan and Ryan, 2013).…”

Section: Reflection For Learning and Academic Growthmentioning

confidence: 99%

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

Radović

Firssova

Hummel

et al. 2021

Active Learning in Higher Education

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The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning.

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Section: Reflection For Learning and Academic Growthmentioning

confidence: 99%

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

Radović

Firssova

Hummel

et al. 2021

Active Learning in Higher Education

View full text Add to dashboard Cite

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Bridging Civic Engagement to Civic Responsibility Through Short-Term, International Service-Learning Experiences: A Qualitative Analysis of Student Reflections

2018

EJOPA

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Written reflection is a tool commonly used by faculty to assess student learning in service-learning courses, which are frequently offered as short-term international experiences. This article discusses a qualitative analysis of students’ written reflections on a short-term, international service-learning project that was conducted to determine whether undergraduate students bridged their engagement to the development of civic or social responsibility. Results of the analysis revealed that students demonstrated nominal progress toward civic responsibility when not specifically prompted by assignments. Multiple themes emerged from the analysis related to students’ goals, challenges, and lessons learned. Based on the findings, the authors recommend that faculty, to encourage students’ development of civic responsibility, be prepared to help students set goals and work through challenges, and to play an active role in supporting and guiding students in processing their experiences in a transformational manner.

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Students’ Home Visit Experiences within the Scope of Public Health Nursing Course: A Qualitative Study

Çopur¹,

Emıroğlu²

2020

Acibadem Universitesi Saglik Bilimleri Dergisi

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Purpose: The purpose of this study was to explore the experiences of nursing students' home visits within the context of the public health nursing course.Patients and Methods: This was a qualitative descriptive study based on the student's reflective essay. The study was completed with 110 senior students in the nursing faculty of a public university in Turkey. Students explained self-perceptions (abilities, skills and feelings) before and after the home visits process of public health nursing field practice at the end of the semester.Results: The experiences of students before the field practice were grouped under the themes of "security", "concerns about the family process" and "feeling insufficient". The themes "job satisfaction", "being useful to the families", and "contribution to personal development" emerged from the data collected after the field practice was completed.Conclusions: This brief educational intervention allows students to feel useful to the families and the practice contributed to their personal development. It can improve the readiness of students for home visits with undergraduate programs because nursing students meet the "real world".

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Authentic Reflection for Experiential Learning at İnternational Schools

Cited by 5 publications

References 15 publications

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

Bridging Civic Engagement to Civic Responsibility Through Short-Term, International Service-Learning Experiences: A Qualitative Analysis of Student Reflections

Students’ Home Visit Experiences within the Scope of Public Health Nursing Course: A Qualitative Study

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