Barriers to constructing experiential learning claims through reflective narratives

Abstract

Purpose The purpose of this paper is to identify the barriers that higher education (HE) work-based learners face when constructing experiential learning claims through reflective narratives. Design/methodology/approach A survey of 38 part-time, HE undergraduate work-based learners was conducted. A questionnaire was designed comprising Likert scale and open ended questions to capture students’ experiences of constructing experiential learning claims. Findings The study found that students experience several learning barriers including the diversity and complexity of reflective learning models, the solitary nature of reflective learning, problems articulating tacit knowledge in writing, emotional barriers to reflective learning, accurately recalling “historic” learning experiences and difficulties in developing the meta-competence of learning to learn. Practical implications Consideration should be given to assisting learners to develop the skills necessary to select and use reflective learning models that best fit particular experiential learning contexts. Learners should be encouraged to undertake group reflection in the classroom and in the workplace to enable them to write critical reflective narratives that have integrity. There should be less reliance on written reflective narratives to evidence tacit knowledge with consideration given to other methods such as practical demonstrations, videos presentations and interviews. Originality/value The study contributes to knowledge of the barriers that students face when constructing experiential learning claims through reflective narratives. It proposes an outline pedagogical scaffolding framework to assist learners to develop recognition of prior learning (RPL) claims to enable them to maximise opportunities for claiming credits through universities RPL processes.

Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning Approach

“…The difficulty in online learning with hybrid learning is how to improve students' higher-order thinking skills, one of which is to ask them to draw reflections from their own drafts (Kish, 2007). Students in higher education who learn with the approach of reflective learning often have the difficulties in narrating their experiences in the form of writing (Ions & Sutcliffe, 2020) Reflective learning is also an action-learning process that allows participants to achieve leadership development goals for project activities (Smith, 2001). Improving the quality of learning in higher education using eportfolios in project activities can be a solution for increasing discussions about projects (C. Cheng, 2012;Polly et al, 2013).…”

“…The difficulty in online learning with hybrid learning is how to improve students’ higher-order thinking skills, one of which is to ask them to draw reflections from their own drafts (Kish, 2007). Students in higher education who learn with the approach of reflective learning often have the difficulties in narrating their experiences in the form of writing (Ions & Sutcliffe, 2020)…”

Using a virtual learning environment to enhance reflective practice in work-based learning

“…The role of the tutor is critical to both managing these techniques and structures and to enabling students to learn more effectively (Stephens et al, 2014). More specifically, tutor support is key in developing a learner's meta-competence skills, that is, the role of the tutor is vital to help facilitate the students' reflective abilities that, as has been outlined above, are crucial to bridging the gap between educational and employability practice communities (Gray, 2001;Ions and Sutcliffe, 2019). Although it is not a practice that is widely adopted globally, within the UK, personal tutoring has a long and varied history, but today is seen almost universally, to be an important part of the academic offering (Lindsay, 2011).…”

Researching sensitive topics when the participants are stigmatized, the culture is value-laden and the researcher is an insider-outsider

“…First and foremost, we drew from the logic of case studies to explain our selection of the three research projects. Then, combining reflectivity (Cunliffe, 2016; Etherington, 2017) and narratives (Riessman and Quinney, 2005), we wrote reflective narratives (Ions and Sutcliffe, 2019) of our experiences in carrying out the selected three research projects as insiders and outsiders. In analyzing the data and understanding the challenges, we used thematic analysis (Braun and Clarke, 2006).…”