Discovering reflective-narrative: constructing experience in the Deweyan guide for reflective practice

Greenberger, Scott; Maguire, Kelly R.; Martin, Cheryl L.; Chavez, Tara E.; Delgado, Gina Patricia

doi:10.1080/14623943.2021.1983423

Cited by 10 publications

(8 citation statements)

References 40 publications

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“…This systematic review reveals that reflective learning and learning has been integrated across various disciplines in higher education level [1][2][3][4]6,7,[9][10][11]13,14,[16][17][18]20,[22][23][24][25]27,29,36,39,[45][46][47][48][49][50][51]. The table below shows the 26 articles chosen and the disciplines they are in 4, English Language contributed the most number of studies to reflective and cooperative learning which are six articles [Murugaiah & Thang, 2010;Yaacob et al, 2021;Howlett, 2020;Singh et al, 2020;Hebert, 2015;Ryan & Ryan, 2011), four articles from the education field [Christensen, 2021;Hashim & Yunus, 2018;Fernandez-Dias et al, 2019;Greenberg et al, 2021), technology contributes three articles, [3,21,24], two articles about pre-service teachers (Canabate et al, 2019;Kruger & Buley, 2022) and others contributed to one article each. These conclude that both strategies has strong relationship.…”

Section: Rq1mentioning

confidence: 99%

“…Based on the following criteria, it can be agreed that it benefits the institution if reflective practice is practiced properly. There can be situational factors which could affect time constraints and motivation (Draissi et al, 2021) Therefore, an institute in the US published the Guide for Reflective Practice based on Dewey's guide for reflective practice mentioned that faculty need to have specific instructions to ensure the engagement of reflective practice and document their reflections (Greenberg et al, 2021). Schon (1983) expanded on Dewey's (1933) work when he wrote about reflective practice in the fields of education and other professions.…”

mentioning

confidence: 99%

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Sustainable Education in Higher Education: A Systematic Review on Reflective and Cooperative Learning

Anak Unjah,

Yunus,

M. Rafiq

et al. 2024

IJARBSS

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Learners have multiple learning styles and educators guide the learners to find the suitable learning strategies according to their proficiency level. Reflective and cooperative learning are interrelated pedagogies as both incorporate active learning for sustainable development to achieve learning goals in Higher Education (HE). In this article, a systematic review of literature about sustainable education in HE is conducted to address reflective and cooperative learning. The focus of this systematic review is towards reflective and cooperative learning in HE. A systematic review is Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA). A total of 26 articles related found in two databases, Scopus and Web of Science (WoS) after being screened and later, exclusion and inclusion criteria were applied to the selected articles for this systematic review article. The results revealed that reflective and cooperative learning has inter-disciplinary connections because both approaches always being integrated together which fosters transformative learning that can improve the effectiveness of the input given by the HE educators. Future research can be

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Section: Rq1mentioning

confidence: 99%

mentioning

confidence: 99%

Sustainable Education in Higher Education: A Systematic Review on Reflective and Cooperative Learning

Anak Unjah,

Yunus,

M. Rafiq

et al. 2024

IJARBSS

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“…This activity, also known as an event (Greenberger, 2020), is an essential component of the reflective practice. By describing this event in a reflectivenarrative format, I can share details, context, and personal thoughts (Greenberger et al, 2021).…”

Section: Reflective-narrativementioning

confidence: 99%

Reflecting on Refugee Simulations as Experiential Learning Opportunities to Improve Empathy and Cross-Cultural Communication

Anderson¹

2022

JSE

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The purpose of this reflective practice was to explore an unexpected revelation that I did not feel qualified to teach about the lived experiences of refugees. As a communication studies instructor at the community college and university level, I feel confident when teaching about various elements of culture and skills related to cross-cultural communication. Nevertheless, I lacked knowledge about the struggles that refugees face as they escape persecution in their homelands in hopes of rehoming somewhere safe. Due to this lack of understanding of this unique people group, I also felt inadequately prepared to design and implement experiential lessons on this topic. After participating in an immersive refugee simulation, I had new insights into the lived experiences of refugees. Furthermore, I reflected on how this experience changed my pre-conceived notions and how I might implement experiential lessons, like the refugee simulations, in my classes to improve empathy and cross-cultural communication.

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“…As individuals-specifically educators-utilize reflective thinking and writing, they also gain personal knowledge and experience growth (Dewey, 1933(Dewey, /1989. Furthermore, reflective thinking helps individuals identify something surprising or unknown they encountered in their practice (Greenberger, 2020), and reflective writing helps them share what they learned with others (Greenberger et al, 2022).…”

Section: Reflective Theorymentioning

confidence: 99%

“…This activity, also known as an event (Greenberger, 2020), is vital to reflective practice. By describing this event in a reflective-narrative format, I can share details about the event, context, and personal thoughts throughout (Greenberger et al, 2022).…”

Section: Reflective-narrativementioning

confidence: 99%

Reflecting on Training to Facilitate Collaborative Online International Learning Courses

Anderson¹

2022

JSE

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The purpose of this reflective practice was to explore an unexpected revelation that Collaborative Online International Learning (COIL) courses are an engaging and equitable way to enhance my students’ intercultural communication skills. This discovery happened after participating in a COIL training designed to mimic a virtual global exchange course. In this training, I learned to work collaboratively with an international teaching partner to design a course that would include a problem-based learning project with students from the United States and Brazil. Through the reflective process, my views about online learning were transformed, and I discovered that virtual learning could be collaborative and engaging. I also realized that COIL is a cost-effective alternative to study abroad programs where students can learn about various cultures. This reflective manuscript details my experience as I participated in training to facilitate COIL courses. A subsequent manuscript will elaborate on the reflective practice of my experience teaching a COIL class.

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Discovering reflective-narrative: constructing experience in the Deweyan guide for reflective practice

Cited by 10 publications

References 40 publications

Sustainable Education in Higher Education: A Systematic Review on Reflective and Cooperative Learning

Sustainable Education in Higher Education: A Systematic Review on Reflective and Cooperative Learning

Reflecting on Refugee Simulations as Experiential Learning Opportunities to Improve Empathy and Cross-Cultural Communication

Reflecting on Training to Facilitate Collaborative Online International Learning Courses

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