Researching the learning experience of critical reflection

2019 ◽  
pp. 139-153
Author(s):  
Laura Béres ◽  
Jan Fook ◽  
Nate Meidinger ◽  
Tonya Salomons
Keyword(s):  
Critical Reflection ◽  
Learning Experience

Transformative Learning

2017 ◽  
Vol 8 (1) ◽  
pp. 16-22
Author(s):  
Bo Chang
Keyword(s):  
Transformative Learning ◽  
Critical Reflection ◽  
Learning Experience ◽  
Rational Discourse ◽  
Emancipatory Learning ◽  
Main Components ◽  
Biological Context

Mezirow's (1978) transformative learning was influenced by Kuhn's (1962) paradigm and Freire's (1970) emancipatory learning. In this paper, the author provides readers a clear guide about the main components of transformative learning: Experience, critical reflection, and rational discourse. The author emphasizes that experience in transformative learning is not the ordinary, daily mundane experience, or the new experience added on top of our old experiences, but that experience which fundamentally conflicts with what our assumptions can explain. Transformative learning is to challenge or disturb the fixed assumptions. Through critical reflection, learners examine the origins of beliefs in their historical and biological context and take actions to change their pre-existing assumptions to better understand the current disoriented experience. Finally, the author provides recommendations about how to apply transformative learning in practice.

Are You Feeding Back or Is It Taking Students Forward?

2020 ◽  
pp. 275-296 ◽  
Author(s):  
Christopher Ewart Dann ◽  
Shirley O'Neill
Keyword(s):  
Formative Assessment ◽  
Critical Reflection ◽  
Learning Experience ◽  
Social Constructivist ◽  
Assessment Practices ◽  
Fine Grained ◽  
The Core ◽  
Constructivist View ◽  
Assessment Tasks ◽  
The Social

The idea of feedback in education is accepted as vital in students' learning experience as a key to their success. Moreover, there is a growing recognition that for formative assessment practices to be most effective; data produced should be of a type that can help students improve their learning, and so should be dialogic, and feed forward rather than back. That is, students should have the opportunity to be engaged in critical reflection and dialogue about their performance in relation to such data. This chapter, therefore, presents a framework that positions dialogue at the core of formative assessment practices. It aligns this with Boud and Molloy's “Feedback Mark 2” model and Henderson et al.'s 12 conditions of success within the broader field of formative assessment to present a case for a more fine-grained examination of the concepts involved and the need for a change in mindset. The chapter argues that dialogue is the conduit through which nuanced moments and “feed markers” provide indicators of learning progression, and that how this impacts on the design of formative assessment tasks requires greater scrutiny. It concludes that the nuanced humanistic behaviors of the dialogic experience need further definition and exploration within the feedback space, and that the established narrative around the use of “feedback” needs to change to accommodate the social constructivist view of learning if practices are to be enhanced.

scholarly journals Mississippi State University extension undergraduate apprenticeship program

2020 ◽  
Vol 1 (1) ◽  
pp. 86-96
Author(s):  
Marina D'Abreau Denny ◽  
Alisha Marie Hardman
Keyword(s):  
Youth Development ◽  
Critical Reflection ◽  
Organizational Context ◽  
Learning Experience ◽  
Mississippi State University ◽  
State University ◽  
Graduate Studies ◽  
Problem Solving Skills ◽  
Student Cohorts ◽  
Apprenticeship Program

The Mississippi State University Extension Undergraduate Apprenticeship Program was implemented in 2017 to give undergraduate juniors and seniors the opportunity to work one-on-one with an Extension mentor and explore careers in agriculture, natural resources, family and consumer sciences, community resource development, or youth development, while participating in research and outreach activities that directly benefit Extension programs and community stakeholders. The program is rooted in the principles of mentoring adult learners in an organizational context. Kolb’s Experiential Learning Model and the DEAL Model for Critical Reflection serve as the conceptual framework, whereby students engage in critical reflection to enhance their integrated research-and-outreach learning experience. An evaluation of the first two student cohorts (n=19) revealed a significant production of scholarship, an increase in discipline-specific knowledge, enhanced critical thinking and problem solving skills, a greater understanding and appreciation for Extension, and a desire to pursue related graduate studies.

scholarly journals Toward ‘seeing’ critically: a Bayesian analysis of the impacts of a critical pedagogy

2022 ◽  
Author(s):  
Stella L. Ng ◽  
Jeff Crukley ◽  
Ryan Brydges ◽  
Victoria Boyd ◽  
Adam Gavarkovs ◽  
...  
Keyword(s):  
Critical Pedagogy ◽  
Critical Reflection ◽  
Learning Experience ◽  
Bayesian Regression ◽  
Learning Session ◽  
Reflective Dialogue ◽  
Subsequent Learning ◽  
Critical Pedagogies ◽  
Similar Content ◽  
Common Learning

AbstractCritical reflection supports enactment of the social roles of care, like collaboration and advocacy. We require evidence that links critical teaching approaches to future critically reflective practice. We thus asked: does a theory-informed approach to teaching critical reflection influence what learners talk about (i.e. topics of discussion) and how they talk (i.e. whether they talk in critically reflective ways) during subsequent learning experiences? Pre-clinical students (n = 75) were randomized into control and intervention conditions (8 groups each, of up to 5 interprofessional students). Participants completed an online Social Determinants of Health (SDoH) module, followed by either: a SDoH discussion (control) or critically reflective dialogue (intervention). Participants then experienced a common learning session (homecare curriculum and debrief) as outcome assessment, and another similar session one-week later. Blinded coders coded transcripts for what (topics) was said and how (critically reflective or not). We constructed Bayesian regression models for the probability of meaning units (unique utterances) being coded as particular what codes and as critically reflective or not (how). Groups exposed to the intervention were more likely, in a subsequent learning experience, to talk in a critically reflective manner (how) (0.096 [0.04, 0.15]) about similar content (no meaningful differences in what was said). This difference waned at one-week follow up. We showed experimentally that a particular critical pedagogical approach can make learners’ subsequent talk, ways of seeing, more critically reflective even when talking about similar topics. This study offers the field important new options for studying historically challenging-to-evaluate impacts and supports theoretical assertions about the potential of critical pedagogies.

scholarly journals Use of Peer Observation for Self-enhancement

2019 ◽  
Vol 2 ◽  
pp. 1-11
Author(s):  
Bal Ram Adhikari
Keyword(s):  
Critical Incident ◽  
Critical Reflection ◽  
Teaching Practice ◽  
Learning Experience ◽  
Training Session ◽  
Peer Observation ◽  
Mixed Methods Design ◽  
Good Practices ◽  
Teaching Behavior ◽  
External Evaluators

 The present article concerns the use of peer observation, particularly in the context of microteaching, for self-enhancement. The study followed a mixed methods design comprising survey and focused discussion. The data were collected from prospective external evaluators of teaching practice who participated in the training session entitled Find Good Practices of Teaching Demonstrated by their Peers and Adopt and Adapt According to their Needs so as to find out the participants' perspectives on observing their peers' classes and benefits they reaped from the observation. Analysis of the participants' written and oral accounts reveals that peer observation is a rewarding learning experience; and observation is likely to be fruitful when it is preceded by self-inquiry, that is, identification of what the observer himself/herself is lacking and followed by critical reflection on the observed lesson and the observer's own practice. Also, the peer's weaknesses can be employed as a critical incident to question one's own teaching behavior.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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