We propose that it could be used as a reflective tool for students, who could reflect on the position of their experiences within the dimensions, and as an evaluation tool for teachers and researchers, who could identify connections between social aspects of learning and desirable or undesirable processes and cognitive outcomes.
The concept is to view writing as part of the learning process, not solely for the purpose of communicating information, but also as a reflective practice to increase student understanding, enhance learning, and provide instructors with feedback.
This study explored the use of significant event analyses as a reflective learning tool as part of a learning portfolio created by final-year medical students on a three-week attachment in general practice (family medicine).
(2) The idea of using the UMeP to facilitate reflection gathered mixed responses from students, with some appreciating the opportunity, but many resisting the UMeP as a reflective tool.
Originally used as a reflective tool among a research group, we transformed the workbook into artifacts to share as values elicitation tools in interviews with graduate students training as future technology professionals.
Following an in-class discussion of the proposed self reflective assignment, in the context of their learning experiences, students were provided with a reflective questionnaire template as a practice assignment (Appendix 1).
This study evaluated physiotherapy students' perception of a reflective journal in developing reflective thinking and practice and identified the main concepts recorded by students in the journal.
As there is little prior work in terms of methodology or research or practice addressing reflective approaches dealing with plagiarism, the goal of this study is to explore the feasibility and promise of integrally combining two reflective practices – an initial dialogue between instructor and student and a reflective essay subsequently written by the student.
Assessment was based on student presentations, online quizzes and submission of a reflective journal.
As they read, ask students to keep a reflective journal in which they consider their experience of the book in light of this lesson.
It was important for the instructor to be able to engage in reflective dialogue listening to each student as a unique person facing a unique situation and to respond spontaneously without following a patterned procedure.
