So how do you feel about that? Assessing reflective practice

Hargreaves, Janet

doi:10.1016/j.nedt.2003.11.008

Cited by 89 publications

(98 citation statements)

References 8 publications

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“…Many learners find reflective journal writing difficult as they often offer little guidance in structure or content (O'Connell amd Dyment 2013). Learners tend to use journals to report descriptive accounts of events with no deeper reflection of underlying meaning Hargreaves 2004;Minott 2008;O'Connell and Dyment 2004;Richardson and Maltby 1995;Ryan 2013;Wessel and Larin 2006). Learners need tools and scaffolds to report and reflect on their experiences (Berthold et al 2009;Hübner et al 2010;Kicken et al 2009).…”

Section: Scaffolding For Reflectionmentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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Section: Scaffolding For Reflectionmentioning

confidence: 99%

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Schwendimann

Kappeler

Mauroux

et al. 2018

Empirical Res Voc Ed Train

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“…Resonating with my students' practices, Boud (1999), Hargreaves (2004) and Rai (2006) question the truthfulness and integrity of reflections, admitting that "we may have inadvertently taught our students to suppress, rather than critique and examine their thoughts and feelings" (Hargreaves 2004, 200). This is particularly true when reflections are awarded marks.…”

Section: Reflection Outcomes As Productmentioning

confidence: 99%

Diffracting reflection: a move beyond reflective practice

Mitchell

2017

Educ. as change

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Reflective practice has become a core component in higher education studies. In the health sciences, reflective tasks are required throughout the undergraduate programmes, yet many students struggle to find value in these tasks for their present and future professional practice. Benefits that can be derived from the process are undermined by this lack of motivation for reflective engagement. Concern around the static, contained, individualist nature of reflections that often face judgement through assessment can be addressed by opening up the process to generate new potentials. In this paper, I draw on new materialism and the Baradian (2007) philosophy of diffraction to move beyond the reflective practices of representation and sameness by affirmatively working with/through differences. I refer to data collected in an ethics approved research study at the University of Cape Town (UCT), South Africa, to explain a context of unjust practices in which students learn. I demonstrate how students' reflective texts shared online on the Google Drive platform can be productive and transformative material forces that enact new knowledge, valued by students. The apparatus of text-students-events is put to work creating new possibilities to enable a socially just pedagogy in medical education.

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“…Blended learning should provide meaningfulness to the learners as it should be the sole purpose of blended modules. Meaningful learning has a psychological effect on the learners in that blended learning becomes superior to bricks and mortar education [30,31,32]. This leads to the critical part of the conceptual model proposed in this paper.…”

Section: Meaningfulness As Moderatormentioning

confidence: 99%

Meaningfulness of Blended Learning Module Characteristics

2017

Nov. 20-22, 2017 Kuala Lumpur (Malaysia) SETH-17, CAENS-17, BDMCE-17, FEWCMB-17, ANPMS-17, ELBIS-17 &Amp; LHSRS-17

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So how do you feel about that? Assessing reflective practice

Cited by 89 publications

References 8 publications

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

What makes an online learning journal powerful for VET? Distinguishing productive usage patterns and effective learning strategies

Diffracting reflection: a move beyond reflective practice

Meaningfulness of Blended Learning Module Characteristics

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