The electronic journal as reflection‐on‐action: a qualitative analysis of communication and learning in a peer‐mentoring program

Terrion, Jenepher Lennox; Philion, Ruth

doi:10.1080/03075070802373073

Cited by 11 publications

(4 citation statements)

References 33 publications

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“…Most participants indicated that opportunities to reflect were provided throughout the course; however, one participant recommended integrating a personal reflection journal into the course to provide opportunity for deeper critical reflection. This recommendation is substantiated by multiple sources on the value of directed journaling to aid reflective practice for the learner (Terrion & Philion, 2008;Moon, 1999;Boud, 2001;Hiemstra, 2001). We recommend that future iterations of the course incorporate a formalized journaling activity with questions that provide guidance for a focused reflection to be incorporated into the classroom discussion.…”

Section: Discussion and Recommendationsmentioning

confidence: 97%

Transitioning from the Reflection-Based Safety Literacy Classroom to the Worksite: The Student Experience

Howick,

Schmaus

2018

AJER

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Reflection-based safety literacy is a form of education that builds bridges between the classroom and the workplace. This paper explores how experiences shared in the classroom create connections between health and safety learning material and its application in personal and professional lives. The exploration of the student experience showed that students transferred course themes to the work environment more effectively when sharing the experience with a colleague and created personal connection to the content through application and reflection between learning sessions. Instructor and student stories demonstrated that a variety of experiences in implementing and interpreting the material resulted in a meaningful context for the student experience. These themes provide insight into the value of reflection and dialogue as tools to enhance health and safety curriculum. La formation à la sécurité basée sur la réflexion est une forme d’éducation qui érige des ponts entre les salles de classe et les milieux de travail. Cet article explore la mesure dans laquelle le partage d’expériences en classe crée des liens entre le matériel pédagogique portant sur la santé et la sécurité d’une part et son application dans la vie personnelle et professionnelle d’autre part. L’étude de l’expérience des étudiants a révélé que ceux-ci transféraient plus efficacement au milieu de travail les savoirs acquis en classe quand ils partageaient l’expérience avec un collègue et qu’ils créaient des liens personnels avec le contenu par l’application et la réflexion entre les cours. Les récits des enseignants et des étudiants ont démontré que diverses expériences portant sur la mise en pratique et l’interprétation du matériel ont créé un contexte significatif pour l’apprentissage. Ces thèmes offrent un aperçu de la valeur de la réflexion et du dialogue en tant qu’outils pour améliorer le programme d’éducation à la santé et à la sécurité. Mots clés : éducation en matière de santé et sécurité au travail; apprentissage basé sur la réflexion; diversité; narration

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Section: Discussion and Recommendationsmentioning

confidence: 97%

Transitioning from the Reflection-Based Safety Literacy Classroom to the Worksite: The Student Experience

Howick,

Schmaus

2018

AJER

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“…Students of teaching are generally urged to maintain a journal of observations, questions, ponderings, artifacts, and reflective writing from the field. Journal writing is considered significant in helping student teachers make personal sense of classroom practice (Pultorak & in education 16(1)Spring 2010 Stone, 1999;Terrion & Philion, 2008). Though many student teachers enter faculties of education unfamiliar with the practice of documenting their learning through journal writing, it is, as Carson (2001) notes, an accepted practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Electronic Documentation of Learning: Alternate Reflective Discussion Formats

Sherman

Rokne

2013

in education

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An electronic reflective journaling process is described here. Second year preservice teachers engaged with their professors through an electronic documentation of learning tool that was transformed over the period of a term. The practice of sharing, analyzing, deliberating and making professional judgments in a supportive, on-line, reflective process enhanced the ability of these new teachers to truly grasp the experiences they were engaged in. The process invited them to explore their beliefs and practices in ways that moved them beyond the simple functioning as a teacher, to truly becoming a teacher.Keywords: preservice teachers; electronic reflective journaling; teacher education

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“…Topping, for example, found that simply preparing to be a peer tutor enhances one’s cognitive processing: ‘by increasing attention to and motivation for the task, and necessitating review of existing knowledge and skills’ (1996: 324). Other work stresses the importance of fostering in mentors the intention to transfer the skills they have learnt while mentoring (Terrion and Philion, 2008: 591). If mentors leave training without transfer intention they will be less likely to perform these behaviours later on, on the job (Foxon, 1993), so the skills mentors learn from participating in an SNS need to be made explicit in order to enhance their transferability.…”

Section: Benefitsmentioning

confidence: 99%

Exploring the potential of social network sites in relation to intercultural communication

Lang

2011

Arts and Humanities in Higher Education

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This article reports on the results of a project which used a social network site to support students on a year abroad and to foster informal learning, particularly in the area of intercultural communication. The project employed a peer-mentoring structure to solve the problem of role conflict, in which users of these sites may feel some tension as the academic and social dimensions – two contexts usually kept fairly separate – of their lives collide. This article describes how students used the site, reports on the benefits of the project to both students and mentors, and sets out some recommendations for increasing the sustainability of social network sites as pedagogical tools in other educational contexts

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The electronic journal as reflection‐on‐action: a qualitative analysis of communication and learning in a peer‐mentoring program

Cited by 11 publications

References 33 publications

Transitioning from the Reflection-Based Safety Literacy Classroom to the Worksite: The Student Experience

Transitioning from the Reflection-Based Safety Literacy Classroom to the Worksite: The Student Experience

Electronic Documentation of Learning: Alternate Reflective Discussion Formats

Exploring the potential of social network sites in relation to intercultural communication

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