THE ASSESSED REFLECTIVE LEARNING JOURNAL: IS IT A TRUE REFLECTION OF THE STUDENTS' LEARNING JOURNEY?

2016 ◽  
Author(s):  
Ciarán Dawson
Keyword(s):  
Reflective Learning ◽  
Learning Journey ◽  
Learning Journal

scholarly journals Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators

2014 ◽  
Vol 6 (4) ◽  
pp. 75-92 ◽  
Author(s):  
Ann Jones ◽  
Mark Gaved ◽  
Agnes Kukulska-Hulme ◽  
Eileen Scanlon ◽  
Charlie Pearson ◽  
...  
Keyword(s):  
Social Cognitive ◽  
Incidental Learning ◽  
Relevant Literature ◽  
Mobile App ◽  
Reflective Learning ◽  
Formal Learning ◽  
Smartphone Apps ◽  
Learning Journey ◽  
The Eu

Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs- Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project.

scholarly journals Development of Natural Sciences Module with Reflective Learning Journal to Enhance Student’s Reporting-Interpretative Skills

2018 ◽  
Vol 10 (2) ◽  
pp. 362-368
Author(s):  
Hadaina Zulfah ◽  
Nurfina Aznam
Keyword(s):  
Natural Sciences ◽  
Reflective Learning ◽  
Response Sheet ◽  
Teaching Materials ◽  
Test Technique ◽  
Learning Journals ◽  
Essay Question ◽  
Research Procedure ◽  
Learning Journal ◽  
Interactive Videos

One of the successful factors of the curriculum 2013 implementation is the availability of appropriate and relevant teaching materials. Teaching materials can be textbooks, interactive videos , virtual labs, maket and so on. Unfortunately, there are still found many materials that are less in accordance with the curriculum of 2013. Therefore it should be developed a more appropriate teaching materials, one of them is a natural sciences module with reflective learning journal. The development of natural sciences modulewas done with research that aims to develop and analyze the effectiveness of natural sciences modulewith reflective learning journals. This research was an R&D research using development research procedure according to Thiagarajanthat known as 4D (define, design, develop and dessiminate). The data collection was done by test and non-test technique. Instrument that used in non test technique are interview guides, product validation sheet, students’ response sheet to the readability of science nature modul with reflective learning journal., meanwhile the instrumen that used in test technique is essay question with reporting-interpretative skills’s indicators. The results showed that the leligibility of the natural sciences module with reflective learning journal was categorized as approriate and effective to improve student’s reporting-interpretative skills.

29. Applying your skills to employability or future study

Criminology ◽  
2017 ◽  
Author(s):  
Steve Case ◽  
Phil Johnson ◽  
David Manlow ◽  
Roger Smith ◽  
Kate Williams
Keyword(s):  
Higher Education ◽  
Reflective Learning ◽  
Independent Learning ◽  
Learning Approach ◽  
Future Directions ◽  
Personal Learning ◽  
The Core ◽  
Learning Journey ◽  
Core Elements ◽  
Different Levels

This chapter focuses on reflective learning and how it should be used by the criminology student to make the most of his/her degree. It guides the students on how to: engage with a reflective learning approach for enhancing their higher education; identify methods for independent learning in the different levels of higher education; apply reflective learning to their employability; and consider how their personal learning journey could help future directions of study for the discipline of criminology. The chapter encourages the students to do something with their newly acquired criminological knowledge and understanding. It also suggests how the core elements of reflective learning practice can be applied to the student's independent learning and official identity as an undergraduate.

scholarly journals Integrating Islamic Knowledge into Multimedia-Based Supplementary Listening Materials

2020 ◽  
Vol 15 (07) ◽  
pp. 43
Author(s):  
Rahmati Putri Yaniafari ◽  
Nur Mukminatien ◽  
Yazid Basthomi
Keyword(s):  
Listening Comprehension ◽  
Reflective Learning ◽  
Developmental Model ◽  
Mental Processes ◽  
Application Form ◽  
Technology And Culture ◽  
Science Technology ◽  
Learning Journal ◽  
Communicative Approach ◽  
The University

The purpose of this study was to develop a Listening Courseware as Supplementary Listening Materials which embed Islamic knowledge. In developing the final product, the framework of developmental model by Koper was adapted [1]. The final product was a listening courseware in flash application form accompanied by reflective learning journal. It consists of 4 units of different themes and different authentic listening situations which were arranged on the basis of difficulty levels. Each of the unit involve pre-, whilst-, and post-listening which were designed based on the theory of communicative approach. The division will guide students through the mental processes for successful listening comprehension, and promote the acquisition of metacognitive strategies in planning, monitoring, and evaluating. Apropos the communicative approach, although linguistic, pragmatic, strategic, intercultural, and discourse competences may naturally be acquired through listening practice, each of them is emphasized in some way. It also enclosed Islamic knowledge to support the vision of the university which is to be an internationally excellent university which is future-oriented in terms of science, technology, and culture for the benefit of those with akhlaqul karimah based on Islam Ahlussu¬nnah waljama'ah An-Nahdliyah

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

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