Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design

Bowers, Shawn; Chen, Yuling; Clifton, Yvette; Gamez, Melissa; Giffin, Heidi Hubbard; Johnson, Meg; Lohman, Laura; Pastryk, Linda

doi:10.1007/s11528-021-00679-5

Cited by 13 publications

(9 citation statements)

References 20 publications

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“…Given that we are exploring our own experiences and no specific student data was collected or used, no ethical permission was needed in accord with our university's policy. This approach is emerging as part of faculty level design in higher education (Bowers et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Creely¹,

Lyons²

2022

AJET

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The move to online learning triggered by COVID-19 lockdowns in 2020 and 2021 necessitated a rapid movement to effectively design synchronous digital learning environments. In such environments research suggests that a flipped approach to teaching and learning is most appropriate in learning environments mediated by technologies. This article examines the experiences of two teacher educators in dealing with online learning environments in a time of change and examines the shift to a flipped approach in teaching literacy units that are part of a postgraduate initial teacher education degree at a university in Melbourne, Australia. The article presents a collaborative autoethnography of the experiences of the teacher educators, shared as a set of curated narrative vignettes, and analyses the thinking that supports the implementation of flipped learning. These practice narratives are understood through the lens of collaborative learning theory which emphasises negotiated meanings and knowledge creation within groups. In post-COVID times this article points to future possibilities for a flipped learning approach in hybrid or mixed learning environments and offers a conceptual process model for designing learning in response to change. Implications for practice or policy: Teacher educators may need to reconsider learning design for online and hybrid environments. Universities may need to be more open to student-centred pedagogies such as flipped learning. Leaders and policymakers in higher education should give more attention to student agency and active learning in educational delivery.

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Section: Methodsmentioning

confidence: 99%

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Creely¹,

Lyons²

2022

AJET

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“…Necessary changes and other improvements are made to improve speaking ability among weak ESL learners and it is found that the teacher was able to detect the events causing the problems and later reflect on suitable approaches to tackle the issue. Moreover, through reflection on action and reflection in action, it develop an awareness of tacit knowledge and to learn from experience (Bowers et al, 2021;Petsilas et al, 2019). Reflection also cultivate a sense of belonging, curiosity, and inquisitiveness, and learn to reconcile critical and creative thinking through risk-taking (Christensen et al, 2021).…”

Section: Rq2: What Is the Importance Of Reflective Learning And Coope...mentioning

confidence: 99%

“…Both learning strategies are interdisciplinary learning approaches and has cause-effect relationship when implemented in higher education. Moreover, these two practices helps to find problems, challenges and later devise solutions (Bowers et al, 2021;,Canabate et al, 2019;Christensen et al, 2021;Quew Jones, 2022). When applied in a higher education level, it brings sustainability in education (Ayres et al, 2020;Howell, 2021).…”

Section: Importance Of Cooperative Learningmentioning

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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“…Providing faculty and other staff the proper training has also been identified as important to achieving quality (Regan et al, 2012;Scoppio & Luyt, 2017). Further, some researchers have highlighted the value of iterative design processes in creating quality course designs (Bawa & Watson, 2017;Bowers et al, 2021;Chartier, 2021;Moore, 2016). Iteration typically connotes either returning to a previous phase of a design process, or repeating the same phase, based on one's monitoring of the results one achieves during a current phase (Adams, 2002;Verstegen et al, 2006).…”

Section: Literature Review Understanding Online Course Qualitymentioning

confidence: 99%

The Everydayness of Instructional Design and the Pursuit of Quality in Online Courses

McDonald

2023

OLJ

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This article reports research into the everydayness of instructional design (meaning designers’ daily routines, run-of-the-mill interactions with colleagues, and other, prosaic forms of social contact), and how everydayness relates to their pursuit of quality in online course design. These issues were investigated through an ethnographic case study, centered on a team of instructional designers at a university in the United States. Designers were observed spending significant amounts of time engaged in practices of course refinement, meaning mundane, workaday tasks like revising, updating, fine-tuning, or fixing the courses to which they were assigned. Refining practices were interrelated with, but also experienced as distinct from, the specialized processes of instructional design or innovation that the designers also applied. Refining played a meaningful role in designers’ pursuit of course quality, both to help them achieve quality, as well as to understand what the ideal of quality meant in specific instances. The article concludes by exploring what implications these findings have for the study and practice of instructional design in the context of online course development.

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Reflective Design in Action: A Collaborative Autoethnography of Faculty Learning Design

Cited by 13 publications

References 20 publications

Designing flipped learning in initial teacher education: The experiences of two teacher educators

Designing flipped learning in initial teacher education: The experiences of two teacher educators

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

The Everydayness of Instructional Design and the Pursuit of Quality in Online Courses

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