Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

Anderson, Martha Kalvig; Andersen, Nina Haugland; Espenes, Thomas Christian; Søyland, Tove Bredesen; Wallin, Patric; Reams, Jonathan

doi:10.1080/1360144x.2019.1659797

Cited by 69 publications

(53 citation statements)

References 28 publications

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“…Nearly all students at NTNU are required to take one course from the EiT framework during their fourth year at the university, meaning that students from all professions and disciplines are taking these courses. In total, around 80-90 courses under the EiT framework are fully integrated into the curriculum and held each year with over 2500 students (see Veine et al 2019 andWallin et al 2017 for more details on EiT).…”

Section: Research Contextmentioning

confidence: 99%

“…In the process report, the students reflect on different situations that have shaped their collaboration, describe how group dynamics have developed, and discuss different perspectives on the overall process of working together. By providing a framework for students to reflect on their experiences in a holistic way at the end of the course, the process report stimulates meta reflections and gives the students the opportunity to approach their development over time (Veine et al 2019). The process report from the group I am focusing on here is 24 pages long and structured around a short introduction and a description of the group members, including their disciplinary background, previous experiences of group work, and their expectations for the course.…”

Section: Research Approachmentioning

confidence: 99%

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Student perspectives on co-creating timescapes in interdisciplinary projects

Wallin

2020

Teaching in Higher Education

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Neoliberal ideology has transformed higher education timescapes in profound ways. However, research has given limited consideration to how pedagogical practices can create a space for students to reshape these timescapes. By drawing upon empirical material, I will first explore how students reflect upon timescapes in an interdisciplinary course. From the student accounts, it appears that it is possible to create spaces that enable students and teachers to express, explore, and negotiate their perspectives and co-create the timescape of courses. In addition, I will explore how an emphasis on dialog, relations, and reflections is perceived by the students and discuss how these pedagogical approaches provide opportunities for the co-creation of timescapes. Finally, I will highlight emerging possibilities to frame a counter narrative to neoliberalism in higher education that accentuates principles and values of authenticity, reciprocity, being more, hope, and collective responsibility.

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Section: Research Contextmentioning

confidence: 99%

Section: Research Approachmentioning

confidence: 99%

Student perspectives on co-creating timescapes in interdisciplinary projects

Wallin

2020

Teaching in Higher Education

Self Cite

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“…Most studies on reflections focus on how reflections can be used as a learning tool for students (Kori et al, 2014;Veine et al, 2020). This study aims to develop an approach to identify important details, such as doubts, so that reflections are not merely a learning tool but also an informal assessment tool for instructors.…”

Section: Introductionmentioning

confidence: 99%

Automated doubt identification from informal reflections through hybrid sentic patterns and machine learning approach

Tan

Ouh

2021

RPTEL

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Do my students understand? The question that lingers in every instructor’s mind after each lesson. With the focus on learner-centered pedagogy, is it feasible to provide timely and relevant guidance to individual learners according to their levels of understanding? One of the options available is to collect reflections from learners after each lesson to extract relevant feedback so that doubts or questions can be addressed in a timely manner. In this paper, we derived a hybrid approach that leverages a novel Doubt Sentic Pattern Detection (SPD) algorithm and a machine learning model to automate the identification of doubts from students’ informal reflections. The encouraging results clearly show that the hybrid approach has the potential to be adopted in the real-world doubt detection. Using reflections as a feedback mechanism and automated doubt detection can pave the way to a promising approach for learner-centered teaching and personalized learning.

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“…However, it is not yet known the effect of them simultaneously if they are combined into one learning model. The integration of them is essential because learning must be carried out using a holistic method to provide meaningful experiences related to students' reallife (Veine et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Culture-based Learning: A Way to Improve Students' Cognitive Learning Outcome in Denpasar City

Hermawan

Suwono

Susilo

et al. 2020

BES

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Background: One of the learning objectives is to develop a cognitive process dimension seen in cognitive learning outcomes. In fact, this has not been implemented optimally in the learning process. The Balinese culture-based biology learning model is seen as an alternative to developing the cognitive process dimension. This study aims to reveal the effect of the Balinese culture-based biology learning model through the cognitive learning outcomes of high school students in Denpasar City. Methods: This study was conducted using a non-equivalent pretest-posttest control group design. The research subjects were 144 students who were taken using cluster random sampling technique. The data collection instrument was in the form of multiple choices questions which were categorized into questions of lower-order thinking skills (LOTS) and questions of higher-order thinking skills (HOTS). Results: The results of data analysis showed that: 1) there was a significant difference in cognitive learning outcomes between the experimental class and the control class (p <0.05); 2) the Balinese culture-based biology learning model increased students' cognitive learning outcomes by 18.21%; 3) the Balinese culture-based biology learning model improves lower-order thinking skills (LOTS) by 8.44% and higher-order thinking skills (HOTS) by 17.92%. Conclusions: This study concludes that the Balinese culture-based biology learning model improves cognitive learning outcomes and has the potential to develop higher-order thinking skills of high school students in Denpasar City.

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Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

Cited by 69 publications

References 28 publications

Student perspectives on co-creating timescapes in interdisciplinary projects

Student perspectives on co-creating timescapes in interdisciplinary projects

Automated doubt identification from informal reflections through hybrid sentic patterns and machine learning approach

Culture-based Learning: A Way to Improve Students' Cognitive Learning Outcome in Denpasar City

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