Developing a Student-Centred Approach to Reflective Learning

2000 ◽  
Vol 37 (2) ◽  
pp. 163-171 ◽  
Author(s):  
Lorraine A J Stefani ◽  
Joe Clarke ◽  
Allison H Littlejohn
Keyword(s):  
Reflective Learning

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

Using Projects to enable Reflective Learning

2002 ◽  
Vol 2 (3) ◽  
pp. 10-12
Author(s):  
V Lowndes ◽  
S Berry
Keyword(s):  
Reflective Learning

scholarly journals Building impactful systems-focused simulations: integrating change and project management frameworks into the pre-work phase

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Mirette Dubé ◽  
Glenn Posner ◽  
Kimberly Stone ◽  
Marjorie White ◽  
Alyshah Kaba ◽  
...  
Keyword(s):  
Project Management ◽  
Complex Systems ◽  
Change Management ◽  
Systematic Approach ◽  
Reflective Learning ◽  
Healthcare Organizations ◽  
High Quality ◽  
Comprehensive Collection ◽  
Enabling Institutions ◽  
Efficient Care

AbstractHealthcare organizations strive to deliver safe, high-quality, efficient care. These complex systems frequently harbor gaps, which if unmitigated, could result in harm. Systems-focused simulation (SFS) projects, which include systems-focused debriefing (SFD), if well designed and executed, can proactively and comprehensively identify gaps and test and improve systems, enabling institutions to improve safety and quality before patients and staff are placed at risk.The previously published systems-focused debriefing framework, Promoting Excellence and Reflective Learning in Simulation (PEARLS) for Systems Integration (PSI), describes a systematic approach to SFD. It includes an essential “pre-work” phase, encompassing evidence-informed steps that lead up to a SFD. Despite inclusion in the PSI framework, a detailed description of the pre-work phase, and how each component facilitates change management, was limited.The goal of this paper is to elucidate the PSI “Pre-work” phase, everything leading up to the systems-focused simulation and debriefing. It describes how the integration of project and change management principles ensures that a comprehensive collection of safety and quality issues are reliably identified and captured.

Critical Thinking and Reflective Learning in the Marketing Education Literature: A Historical Perspective and Future Research Needs

2018 ◽  
Vol 40 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Andrew J. Dahl ◽  
James W. Peltier ◽  
John A. Schibrowsky
Keyword(s):  
Critical Thinking ◽  
Reflective Learning ◽  
Future Research ◽  
Research Needs ◽  
Order Problem ◽  
Problem Solving Skills ◽  
Education Literature ◽  
Marketing Education ◽  
Education Journal ◽  
Higher Order Problem

Marketing educators have long espoused the importance of critical thinking as a means of developing students’ higher-order problem-solving skills. In this article, we utilize an historical approach to investigate how educators have defined, operationalized, and empirically evaluated the critical thinking construct. To accomplish this, we review the critical thinking literature from three prominent marketing education journals and the leading management education journal. In doing so, we summarize extant critical thinking research across varied pedagogical topics, review empirical findings, and present a conceptual framework for motivating future research.

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