The Reflection-Informed Learning and Instruction to Improve Students’ Academic Success in Undergraduate Classrooms

Menekşe, Muhsin

doi:10.1080/00220973.2019.1620159

Cited by 19 publications

(7 citation statements)

References 26 publications

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“…The discoveries are investigated using important models derived from the data (Colomer et al, 2020). Additionally, reflective learning has been linked favorably to students' self-efficacy and self-esteem (Yang et al, 2020) and linked favorably to students' personal development and improvement (Menekse, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

2024

JDSS

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Reflective learning is the act of considering one's own experiences and thoughts to gain new knowledge and enhance performance in the future. To encourage student involvement and self-directed learning, reflective learning grew in popularity in higher education. This study aimed to investigate students' perspectives on reflective learning in higher education. Nature of the study is qualitative and phenomenological approach is used to understand the lived experiences of students about reflective learning in higher education In-depth interviews were used in the study to collect information from undergraduate and graduate students. A thematic analysis of the data collected has identified the key factors that influence the effectiveness of reflective learning in higher education. This research has provided valuable insights into students' perspectives on reflective learning and has contributed to the development of strategies to enhance its effectiveness. The findings indicate that students are supportive of promoting reflective learning as they believe it improves their academic performance. The crucial elements of reflective learning include self-awareness, regular feedback, clear objectives, proper guidelines, and active engagement. Ultimately, the results of this study emphasize the importance of incorporating reflective learning into teaching practices.

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Section: Literature Reviewmentioning

confidence: 99%

Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

2024

JDSS

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“…These factors adversely affect retention and graduation rates and inhibit persistence in engineering majors (e.g., Estrada et al, 2016). Generative AI technologies and tools (e.g., CourseMIRROR) could support engineering educators to improve students' learning and engagement (e.g., Fan et al, 2015; Luo et al, 2015; Menekse, 2020).…”

Section: Introductionmentioning

confidence: 99%

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Menekşe

2023

J of Engineering Edu

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“…In this case, pedagogical reflexion is understood as a complex psychological phenomenon manifested in the ability of teachers to enter into an active research position in relation to their activities and to themselves as its subject, in order to critically analyze, reflect on and evaluate the effectiveness of activities for the development of the student's personality (Shustova, 2016). Pedagogical reflexion is studied in various aspects: as a tool for regulating the interaction between the child and the adult, creating the area of the nearest development in the educational process (Honga et al, 2019;Menekse, 2020); the factor of efficiency of formation of social intelligence of students (Chinnery et al, 2019); the personal reflexive aspect of formation of the creative tasks solution (Le & Wartschinski, 2018;Ozhiganova, 2018). In pedagogy and psychology of higher education the organized reflexion of students is studied as the pedagogical phenomenon connected with their personal growth and development of professional competences (Svobodina & Khristoforova, 2019), as a necessary condition of professional training of future teachers (Daradoumis & Arguedas, 2020;Karaoglan Yilmaz et al, 2018;McKay, 2019;Sharov, 2018).…”

Section: Introductionmentioning

confidence: 99%

Studying Professional Reflexion of Teachers: A Comparative Analysis of Two Research Methods

Krishtofik¹

2022

European Proceedings of Educational Sciences

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The purpose of the research is to analyze two research methods. One of them was developed and tested to study the peculiarities of the professional reflexion of school teachers and the other is to study the peculiarities of the reflexion of students -future pedagogue, participants of the "I am a Professional" student competition. The method of the comparative analysis was used. The object for comparison was the system of elements constituting the research design: theoretical framework, goals and objectives of the research, subjects, methods used, design of the research technique, procedure of its implementation, methods of data processing, obtained results, opportunities and limitations in the use of methods. The analysis revealed similarities and differences in the way the research procedure was designed and implemented, related to the content of the goals and objectives for which these tools were developed. The limitations in the scope of application of both methods, due to the use of qualitative ways for data processing, are identified. It is noted that there is a possibility of applying these techniques to both categories of respondents: teachers and students. It is also possible to combine these techniques for a comprehensive study of pedagogical reflexion in correlation with the whole system of pedagogue's activity: value orientations, means and ways of activity, ideas about the object of activity.

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The Reflection-Informed Learning and Instruction to Improve Students’ Academic Success in Undergraduate Classrooms

Cited by 19 publications

References 26 publications

Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

Reflective Learning at the University Level: A Qualitative Study from the Student's Perspective

Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges

Studying Professional Reflexion of Teachers: A Comparative Analysis of Two Research Methods

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