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1.
André Perusso Marlous Blankesteijn Rafael Leal 《Assessment & Evaluation in Higher Education》2020,45(7):1001-1015
AbstractExperiential learning theory states that reflection is just as important to learning as action. However, business educators often overlook reflection in their experiential learning activities, especially when it’s understood as a dialogue process. Drawing on reflective learning theory, we explored the case of an undergraduate business programme that has been combining experiential learning with three different reflective learning mechanisms for the past ten years. Results show that: (1) reflective dialogue is central for ensuring that impressions from experience translate into better-defined learning outcomes, (2) this dialogue process greatly benefits from a closely guided process, and (3) different reflection mechanisms contribute differently to the learning process. Considering how fast experiential learning has popularised in business schools, this study alerts educators to the importance of combining their experiential learning activities with a guided process of reflection. Otherwise, educators risk students extracting meagre, wrong or misleading impressions from their experience. 相似文献
2.
ABSTRACTDespite a significant body of literature espousing the transformative impacts of Australian Indigenous Studies curriculum upon students, there remains a limited body of work related to how these students experience and learn within this complex environment. This is particularly notable for research aligned with Mezirow’s transformative learning theory. Reporting on a qualitative study, this paper offers a perspective into students’ transformative experiences within a tertiary first-year Indigenous Studies health course. Thirteen non-Indigenous students were interviewed about their learning experiences within this context. Explicitly framed by Mezirow’s transformative learning theory, thematic analysis findings suggest students consistently experience precursor steps to transformative learning including disorienting dilemmas, self-examination with guilt or shame, critical reflection on assumptions, exploration of new roles, and trying on new roles. The manifestation of these steps highlights the ways in which students experience learning in this space, and a range of elements influencing this – from students’ own positioning and approaches to learning, to the nature of the curricular and pedagogical approaches. This study offers nuanced insight into the complexity of students’ transformative learning experiences, suggesting students hold a range of contradictory perspectives at any one time. If curricular models are to be effective for the broader student body, we propose that (1) the complex intersection of students’ identity development, need for group belonging, learning approach, limitations in existing knowledge and capacity for complex thought requires further consideration in this context, and (2) greater institutional investment is necessary in both the development of educators in this space, and educational opportunities beyond first-year, lest we risk reinforcing extant beliefs and paradigms held by non-Indigenous Australians about Indigenous Australians, and a continuation of the health disparities these curricular offerings are designed to alleviate. 相似文献
3.
Adeline Yuen Sze Goh 《Studies in Continuing Education》2019,41(1):1-16
Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action. Simultaneously attention has been given to socio-cultural theories which view learning as social practice inherent in our everyday lives, including work. This paper aims to engage in the current debate regarding the polarised conceptualisations of reflective practice within the context of professional learning. Drawing on this debate, as well as on learning metaphors, this paper proposes that professionals should engage in collective reflective practice for both individual and organisational development within workplaces; locations which could be seen as increasingly ambiguous and unpredictable throughout individuals’ working lives. Hence, we need to rehabilitate and extend some of the key aspects of the traditional concept of reflective practice to accommodate the changing terrain of professional practice within an individual professional's lifelong learning. 相似文献
4.
《International Journal of Educational Development》2006,26(2):189-208
This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning against the social construct of learning; individual learning paths are sought rather than gendered patterns. But within the discourse of lifelong learning there are elements such as identity, the reflective practitioner and critical reflection which could open the door to a more socially transformative approach to lifelong learning. More research and debate are needed. 相似文献
5.
ABSTRACTFacilitators are central for the success of professional learning communities (PLCs). Yet, their specific roles in supporting teacher learning remain still largely underexplored. To address this gap, the current multiple case study examines the roles of 4 university PLC facilitators, the strategies they used to support teacher learning, and the challenges they experienced in their work. Data were collected through in-depth interviews and document analysis of facilitators’ reflective journals and annual reports. Our findings revealed that the roles of PLC facilitators must continuously adapt to the needs of the community. Facilitators’ tasks ranged from organizing group work and supporting community building to generating opportunities for teacher learning by stimulating reflection and by providing access to relevant resources and continuous feedback. Challenges associated with their roles included time limitations, the need to avoid the image of experts, and keeping a critical stance whilst building a close relationship with the PLC. 相似文献
6.
An extensive body of research has indicated the benefits of collaborative, contextualised and enquiry-based learning for teachers’ professional development and school improvement. Yet professional learning is also known to be constrained by a number of factors, including the organisational limitations of schools, conflicting cultural practices and wider political demands. Schools–university partnerships have been developed to overcome some of these difficulties by transcending particular school contexts and offering alternative theoretical and practical perspectives. The complex combination of motivations, backgrounds and working contexts in such partnership work calls for attention to the individual and collective learning experiences of those involved, including the ways in which school and university contexts are, or could be, effectively bridged. This paper focuses on understanding the learning experienced by a cohort of teachers and school leaders involved in a two-year schools–university partnership Master of Education (M.Ed.) course in England. A mixed group of 15 experienced primary and secondary teachers and school leaders reflected on their learning at five points of time during and shortly after completing their M.Ed. course. Qualitative analysis of the group’s interview responses and reflective writing led to the identification of six related aspects of personal and professional learning experience: being a learner; learning as part of professional practice; widening repertoire; changing as a learner; personal growth; and critically adaptive practice. The identification and visual representation of these aspects of experience emerging within the group offers useful insight into teachers’ perspectives on learning in school and university contexts and their experiences of progression over time. We conclude that more explicit and central attention to the professional and personal learning elements of schools–university partnerships can help to resolve some of the binary ‘theory–practice’ tensions that have been extensively discussed in relation to partnership programmes and teacher professional development. There is a need to acknowledge variation in teachers’ learning experiences within schools–university partnerships, bearing in mind the ongoing nature of this reflective process with each new group of school and university colleagues. Analysis of participants’ learning experiences in school and university contexts also draws attention to the wider structures, values and cultures that influence, and are influenced by, schools–university partnership work. 相似文献
7.
Ulpukka Isopahkala-Bouret 《Studies in Continuing Education》2013,35(1):69-84
The purpose of this study is to investigate the nature of learning in work role transitions from specialist roles to managerial roles in a context of a large international technology organisation. Prior theorisation of learning in role transitions has been based on quantitative, psychologically-oriented studies prescribing different role and personal attributes related to work adjustment. Personal experiences have received only a superficial or instrumental part in most of the preceding studies. Therefore, this study draws upon a transformative learning theory to outline an interpretative framework and focuses on in-depth, narrative analysis of a small number of role transition experiences. As a result, the study reveals how first-time project managers and team leaders wonder about their abilities and actions; compare ‘self’ with role models; and become aware of the power aspect of managerial roles. Such reflection eventually leads to a perspective transformation regarding ‘self’ and new roles. However, it also involves adaptation to the prevailing organisational norms, values, and leadership ideals. The study will add to our understanding of learning in transitions and inform those working in the human resource development or otherwise involved in the organisational transfer processes. Moreover, it reminds that perspective transformations should not be taken innocently as examples of ‘empowerment’, but critically concern why transformative learning is encouraged at work nowadays and what purposes it serves. 相似文献
8.
Karl Attard 《欧洲师范教育杂志》2012,35(2):199-211
This article is based on a study focusing on how structured learning communities can promote reflective awareness and professional development, through collaborative analysis of professional experience. As participant–observer, the researcher used recorded observations as well as individual participants’ reflective writing as data. Of importance is the fact that all seven participants argued that they developed professionally and started to dig deeper into their experiences as the five-month study progressed. They also pointed out that this type of professional development was immediately relevant to their present needs, and this was what motivated them to further engage in reflection as a tool for professional development. Aspects such as conflict and uncertainty in teacher learning, and how collaboration promotes further reflection will also be discussed. 相似文献
9.
Alyson Simpson 《Technology, Pedagogy and Education》2016,25(2):135-151
This article focuses on the pedagogic value of dialogue to strengthen pre-service teachers’ reflective practices and improve their knowledge about the power of talk for learning. Dialogic learning was introduced to a unit of study taken by a final-year cohort of students in an initial teacher education degree at an urban university in Australia. Various opportunities for dialogue were designed into the unit through blended learning such as face-to-face tutorials, social networks and Viva Voce contexts. In the face of mixed opinion on their efficacy, the author profiles the use of social networks as a means of incorporating more interactive discourse through Web 2.0 platforms in higher education. The mixed-methods study reports on data collected from focus group interviews run at the end of the semester. An analytical framework based on Alexander’s principles of dialogic learning is used to interrogate the data set. The results illustrate the positive impact that dialogue employed as a pedagogic tool had on the value students perceived of their learning experience. It is recommended that designs for learning in higher education incorporate iterative exchanges across a variety of blended learning contexts to encourage productive interactions between students, peers and tutors. 相似文献
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11.
Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces 总被引：1，自引：0，他引：1
Research shows that some non‐traditional students find the university environment alienating, impersonal and unsupportive. The ‘Quickstart’ project combines traditional lectures and seminars with a sequence of carefully designed online tasks, aimed at lessening the impact of the start of year uncertainties for new students. One thousand students across two geographic locations participated in the programme. The project was evaluated by considering three sources of data: data generated by server statistics of 40,358 successful requests for pages in the first four weeks of teaching; student anonymous responses to an online end of course questionnaire as well as extracts from their reflective journals; and the student experience as viewed through the eyes of a researcher in the classroom. Findings offer insights into how the students blend classroom time with their own time; and student perceptions of their own learning experiences. A collaborative learning experience involving travel to a contemporary learning space (the Tate Modern Art Gallery) mitigated the possible isolating effect of the use of technology; instead the technology enhanced the discussion and participation in activities. The students visited the Tate Modern and then facilitated their discussions by sending each other SMS text messages; they bonded very quickly in the seminar groups, where weekly online tasks that had been prepared individually ‘outside’ the classroom were the focus of group discussion and debate ‘inside the classroom’; their end of semester reflective writing showed very clearly how valuable the early ‘friendship’ groups had been for them settling into university life. 相似文献
12.
Kaori Kitagawa 《International Journal of Lifelong Education》2016,35(6):629-647
Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This article examines the politics behind one prevailing policy discourse in the field of disaster preparedness referred to as ‘the four forms of aid’ – ‘kojo [public aid]’, ‘jijo [self-help]’, ‘gojo/kyojo [mutual aid]’. The study looks at the Japanese case, however, the significance is global, given that neo-liberal governments are increasingly having to deal with a range of disaster situations whether floods or terrorism, while implementing austerity measures. Drawing on the theory of the adaptiveness of neo-liberalism, the article sheds light on the hybridity of the current Abe government’s politics: a ‘dominant’ neo-liberal economic approach – public aid and self-help – and a ‘subordinate’ moral conservative agenda – mutual aid. It is argued that the four forms of aid are an effective ‘balancing act’, and that kyojo in particular is a powerful legitimator in the hybrid politics. The article concludes that a lifelong and life-wide preparedness model could be developed in Japan which has taken a social approach to lifelong learning. 相似文献
13.
Wanda Boyer 《Early Childhood Education Journal》2010,38(4):313-321
Using a grounded theory research design, the author examined 180 reflective essays of teacher candidates who participated in a ‘Learning Process Project,’ in which they were asked to synthesize and document their discoveries about the learning process over the course of a completely new learning experience as naïve learners. This study explored (1) the use of grounded theory as a systematic and exploratory research tool, (2) the transformative insights of the teacher candidates as they discovered the impact of the naïve learner perspective on their teaching philosophies, and (3) the role of the naïve learner perspective in effective refinement of teaching and learning ability. Further discussion in this study examined the potential of the ‘Learning Process Project’ to assist post secondary instructors as mentors in supporting empathic teacher candidates who will in turn support and mentor the children in their care. 相似文献
14.
李楠 《河北大学成人教育学院学报》2012,(3):20-23
转化学习理论是成人学习者通过质疑、批判性反思原有的认知经验、世界观和人生观,学习新经验和适应新环境的成人学习理论。本文通过介绍转化学习理论以及其应用于成人教学的必要性,探究基于转化学习的成人教学策略,以促进我国成人教学发展。 相似文献
15.
Tiffany M. Winchester Maxwell Winchester 《International Journal for Academic Development》2013,18(2):119-131
This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In‐depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface‐level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE. 相似文献
16.
The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary scaffolding or clear expectations for students. Despite the rhetoric around the importance of reflection for ongoing learning, there is scant literature on any systematic, developmental approach to teaching reflective learning across higher education programmes/courses. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a programme/course-wide approach is essential. This paper draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multi-dimensional space. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education. 相似文献
17.
Lesley Wood Ina Louw Ortrun Zuber-Skerritt 《Action Learning: Research and Practice》2017,14(2):120-135
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large. 相似文献
18.
Sven Veine Martha Kalvig Anderson Nina Haugland Andersen Thomas Christian Espenes Tove Bredesen Søyland 《International Journal for Academic Development》2020,25(2):147-161
ABSTRACT Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff. 相似文献
19.
In recent years, mobile technology has been developing rapidly and has been widely used. There are many successful cases of mobile technology applied greatly in today’s teaching and even combined with sensing devices to overcome the limitations of traditional learning environment. In order to make teaching more diversified, teachers currently treat field trips as one of the major ways to aid traditional classroom teaching. Based on Keller’s ARCS motivation model, this study used the natural disaster section in the sixth graders’ Natural Science-Taiwan subject as an example and application of radio frequency identification (RFID) technology in mobile devices to develop a context-aware ubiquitous learning system to be applied in the 921 Earthquake Museum of Taiwan. With the guide of the system, learners can use mobile carriers to receive content information displayed in the Museum for learning. This study conducted experiment in the 921 Earthquake Museum of Taiwan to explore whether using the system for learning significantly improves learning outcomes and motivation in comparison to traditional navigation learning. Felder & Silverman’s theory of learning style was incorporated to explore whether there exists differences in learning performance and outcome among learners with different learning styles so design and strategies for future teaching system can be improved. 相似文献
20.
Kapil Dev Regmi 《International Journal of Lifelong Education》2017,36(6):679-695
Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model of lifelong learning. The humanistic model of lifelong learning, which appears as an alternative of the economistic model, takes education and learning as a fundamental human right for all individuals irrespective of their age, gender and class. However, this model is criticised as a vague, rhetorical and utopian ideal with little potential for informing educational policy decisions at national level. Using some key Habermasian conceptualisations, mainly the colonisation of the lifeworld and communicative rationality, this paper argues that three major dimensions of human learning informed by Habermas – transformative, citizenship and intersubjective – can contribute towards the development of a more comprehensive model of lifelong learning. 相似文献