scholarly journals Implementation of Flipgrid as a Self-Reflection Tool for Student Engagement– A Pilot Study

2020 ◽  
Vol 11 (4) ◽  
pp. 15
Author(s):  
Tyler M. Kiles ◽  
Julia Vishenchuk ◽  
Kenneth Hohmeier
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Student Engagement ◽  
Pilot Study ◽  
Magic Bullet ◽  
Online Video ◽  
Educational Tool ◽  
Self Reflection ◽  
Elective Course ◽  
The Impact

Background: Self-reflection is important for professional development, critical thinking, and engagement. However, self-reflection is not habitual or instinctive, and reflection assignments are often met with resistance from students. While written reflections are popular, other self-reflection mediums should be investigated. Innovation: Flipgrid by Microsoft, an online video response tool, was used in an elective course for self-reflection and student engagement. To assess the impact of Flipgrid on the student experience in the course, two cohorts of students were evaluated. Overall 96% of respondents reported satisfaction with Flipgrid as an educational tool, however engagement was not significantly increased over the use of written reflection. Implications: The results of this pilot study suggest that Flipgrid appears to have potential as a self-reflection tool, but may not be a “magic-bullet” to increase student engagement. Recommendations and considerations for implementing Flipgrid into a course to facilitate student engagement are provided.

scholarly journals Enhancing Learning Through Reflection– A Case Study of SEEU

SEEU Review ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 53-68 ◽  
Author(s):  
Brikena Xhaferi ◽  
Gezim Xhaferi
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Thinking Skills ◽  
Careful Consideration ◽  
Critical Thinking Skills ◽  
Good Tool ◽  
Self Reflection ◽  
Positive Attitudes ◽  
Study Results ◽  
The Impact

Abstract Learning through reflection is one of the most interesting experiences that students might have. It is considered a very good tool for self-assessing learning. It is believed that “teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning” (Costa and Kallick, 2008, para.5). Dewey (1991) was among the first researchers who based his work and research on the positive roles that reflection plays in fostering self-reflection and critical thinking. He has defined it as an active, persistent and careful consideration of any belief. Reflections give students opportunities to think and reflect about their learning and note down the obstacles they might face during this process. The present study aims to investigate the impact of journal writing in promoting critical-thinking skills, and its impact on enhancing learning. The study uses two instruments, a student refection journal and an interview. Also, Marzano’s New Taxonomy of Educational Objectives developed in 2000 was used in the third phase of the study. This Taxonomy contains Three Systems: the Self-system, the Metacognitive system and the Cognitive system. The overall study results show that reflection journals help students to become more independent learners, reflect on their learning experiences and identify the most useful learning strategies. Most importantly, all study participants hold positive attitudes towards reflection and they consider it as a valuable tool which can increase learning.

Cultural Humility as a Path to Equity in Higher Education

2022 ◽  
pp. 262-280
Author(s):  
Veronica A. Keiffer-Lewis
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Identity Negotiation ◽  
Conflict Transformation ◽  
Achievement Gaps ◽  
Cultural Humility ◽  
Self Reflection ◽  
The Impact ◽  
Closing Achievement Gaps

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.

Building Interaction Online

2016 ◽  
pp. 120-146 ◽  
Author(s):  
Arianne J Rourke ◽  
Annabelle Lewer-Fletcher
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Engagement ◽  
Management System ◽  
Learning Management System ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Postgraduate Student ◽  
Educational Tool ◽  
Educational Value

In higher education in recent years the educational value of blog journals for facilitating student engagement, reflection and learning has been emphasized (Chu, Kwan, & Warning, 2012; Ellison & Wu, 2008; Richardson, 2005; Yang, 2009). According to Williams and Jacobs (2004), blogs are seen as a ‘transformative educational tool', which assists in the development of ‘reflective and critical thinking skills' (Joshi & Chugh, 2009). This chapter critically analyzes the reflective and collaborative value of two different systems of blog journaling used by postgraduate student to reflect on their arts industry internships. Firstly Blogger (https://www.blogger.com), used between 2008 and 2012 and secondly, journal blogging in the Learning Management System (LMS) of Moodle (2014) are critiqued in terms their ability to promote student engagement, reflection, connection and collaboration. There is particular emphasis on how recent blog journals (2014) reflect how students' confidence, awareness and understandings evolve as they develop professional expertise.

scholarly journals Pre-service Teacher Reflection and Feedback Using an Online Video Platform During Professional Experience

2021 ◽  
Vol 46 (2) ◽  
pp. 72-85
Author(s):  
Michael Cavanagh ◽  
Keyword(s):  
Pilot Study ◽  
Teacher Reflection ◽  
Professional Experience ◽  
Online Video ◽  
University Supervisor ◽  
Self Reflection ◽  
Reflection Process ◽  
Video Recordings ◽  
Video Reflection ◽  
Pre Service Teacher

This paper presents the results of a pilot study in which 11 triads comprising a pre-service teacher, a supervising teacher and a university supervisor used a video platform for pre-service teacher self-reflection and for the provision of feedback. Pre-service teachers made video recordings of one lesson each week during a four-week professional experience placement. They annotated the videos using time-stamped comments and shared them with their supervisors who added comments to provide feedback. The annotations were investigated through questionnaires and interviews that were analysed for their depth of reflection and participants’ views about the video reflection process. Results indicate that the video process only marginally supported the provision of targeted feedback and pre-service teacher reflection. Factors which contributed to these outcomes are discussed.

scholarly journals Engineering Elective Course Re-design to Promote Student Engagement

2015 ◽  
Author(s):  
Gordon D. Stubley
Keyword(s):  
Student Engagement ◽  
Engineering Design ◽  
Student Performance ◽  
Course Evaluation ◽  
Simulation Tools ◽  
Engineering Designs ◽  
Post Test ◽  
Elective Course ◽  
Student Course Evaluation ◽  
The Impact

Computational Fluid Dynamics (CFD) for Engineering Design, is a 4th year mechanical engineering elective course. The course goal is for course graduates to be able to effectively use computer simulation tools to select optimal engineering designs based on the analysis of fluid flow performance. After being well received for many years, over several course offerings the class attendance, the student engagement in lectures, the student demonstration of key course concepts in the final summative project, and the student course evaluation scores all dropped.From student feedback to specific questions during the student course evaluation it was found that the students believed that their existing understanding of engineering fluid mechanics was sufficient to make well-informed design decisions and that the emphasized course concepts were not relevant to the engineering design process. This feedback informed a course re-design.After briefly describing the course context and objectives and the motivation theory that guided this course re-design, the two major features of the course re-design, pre/post-test activities and authentic engineering assignments, are described in some detail. Finally the impact of the re-design on student performance and outcomes from three offerings of the re-designed course is presented.

scholarly journals Personal therapy for therapists: Reflections on past and current research from an autoethnographic perspective

2017 ◽  
Vol 6 (1) ◽  
pp. 83-95 ◽  
Author(s):  
Nina Kumari
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Subject Area ◽  
Personal Therapy ◽  
Self Reflection ◽  
Area Of Interest ◽  
Mandatory Requirement ◽  
Personal Experiences ◽  
The Impact ◽  
Insight Into

The following article will describe and reflect on a research study that was published in Counselling Psychology Quarterly in 2011, entitled ‘Personal Therapy as a Mandatory Requirement for Counselling Psychologists in Training: A Qualitative Study of the Impact of Therapy on Trainees’ Personal and Professional Development.’ The aim of the study was to explore trainee counselling psychologists’ experiences of mandatory personal therapy, and the impact it had on their personal and professional development. This article is written from an autoethnographic perspective. Autoethnography is a research method which allows authors to define, explain and methodically evaluate their personal experiences of being part of a particular culture, over a prolonged period of time. The use of the dialogue approach has allowed the study to be presented as an interview or a conversation that has taken place between two people. The article concentrates on three areas of autoethnography: firstly, sincerity which is interested in the author’s objectives and the ways in which a study is designed, carried out, and presented. Secondly, contribution is about the significance of participants’ stories and the ways in which they are interpreted. The standard of any research study is judged on the extent to which the work has furthered knowledge and understanding of a particular subject area. Thirdly, rich insight, involves an idiosyncratic process of self-reflection for the researcher to gain insight into their area of interest.

Assessment of Professional Development and Research-Based Instructional Strategies for Instructors of Online Undergraduate STEM Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 51-61 ◽  
Author(s):  
Karen Miner-Romanoff ◽  
Yuerong Sweetland ◽  
Yi Yang ◽  
Barbara Fennema
Keyword(s):  
Professional Development ◽  
Pilot Study ◽  
Instructional Strategies ◽  
Development Program ◽  
Community Research ◽  
Study Results ◽  
Before And After ◽  
Stem Faculty ◽  
Observation Protocol ◽  
The Impact

Professional development (PD) programs for faculty are critical for improvement of STEM instruction. Little research exists on the impact of such programs in the online environment. This article reports the pilot study results of an observation protocol (OP) on the development of an online PD program for STEM faculty grounded in research-based instructional strategies (RBIS) and the development plan for the program. The RBIS-based OP in place at Franklin University will be used to identify and assess online STEM instructors' teaching practices before and after the PD program. Pilot study results suggested that the OP yields valid and reliable evidence of STEM faculty's RBIS usage. Approximately 80 STEM course sections will be observed using the OP with data collected pre- and post-PD (3 year period). The mixed-method data will be analyzed by university researchers in conjunction with a community research partner. This project will test the success of an online professional development program with RBIS for higher education STEM faculty, aid determination of which RBIS can contribute most effectively to improving student outcomes and produce the first robust evidence of the impact of an online PD for STEM faculty.

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