反思性学习?理解高等教育中的学生视角

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Research Pub Date : 2021-04-03 DOI:10.1080/00131881.2021.1917303
Shin Yen Tan
{"title":"反思性学习?理解高等教育中的学生视角","authors":"Shin Yen Tan","doi":"10.1080/00131881.2021.1917303","DOIUrl":null,"url":null,"abstract":"ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.","PeriodicalId":47607,"journal":{"name":"Educational Research","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131881.2021.1917303","citationCount":"9","resultStr":"{\"title\":\"Reflective learning? Understanding the student perspective in higher education\",\"authors\":\"Shin Yen Tan\",\"doi\":\"10.1080/00131881.2021.1917303\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.\",\"PeriodicalId\":47607,\"journal\":{\"name\":\"Educational Research\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2021-04-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/00131881.2021.1917303\",\"citationCount\":\"9\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Research\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/00131881.2021.1917303\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/00131881.2021.1917303","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 9

摘要

摘要背景随着人们越来越认识到终身学习的重要性,反思技能变得越来越重要,尤其是在高等教育中。然而,学生反思的质量可能会有所不同,当学生被要求反思时,通常会假设他们会自动理解如何反思。随着学生们继续努力应对反思行为和批判性反思的文化,有必要更好地了解学生对反思的看法和遇到的挑战。目的这项小规模、深入的研究旨在通过邀请学生谈论反思来理解学生的观点。特别注重从直接经历和驾驭这一过程的人的角度探讨观点和经验。方法在这项定性研究中,参与者是来自马来西亚一所大学的11名本科生。学生们完成了一份调查问卷,然后接受了研究人员的采访。采用专题方法对收集到的数据进行了分析。研究结果数据分析产生了两个核心主题和六个子主题:(1)反思观——最初的经历、对反思和过渡的理解;(2) 面临的挑战–需要更多以过程为中心的反馈、反思中的脆弱性和反思中的不作为。研究结果与数据中的相关例子进行了讨论。结论研究结果强调了反思是如何被视为一项模棱两可的任务的,可以受到各种各样的解释。从学生的角度来看,反思往往被描述为一种单层(非迭代)和单一逻辑的产品,而不是迭代和对话的产品。该分析提供的见解表明,需要更深入地理解和考虑学生的观点,目的是设计教学,以更好地支持和加强反思性学习方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Reflective learning? Understanding the student perspective in higher education
ABSTRACT Background With increasing recognition of the importance of lifelong learning, the skill of reflection has become ever more significant, especially in higher education. However, the quality of student reflection can vary and, when students are tasked with reflecting, an assumption is often made that they automatically understand how to reflect. As students continue to grapple with the act of reflecting, and the culture of being critically reflective, there is a need for greater understanding of students’ perceptions of reflection and the challenges encountered. Purpose The purpose of this small-scale, in-depth study was to understand the student perspective by inviting students to talk about reflection. There was a particular focus on exploring views and experiences from the standpoints of those directly undergoing and navigating the process. Method In this qualitative study, the participants were 11 undergraduate students from a university in Malaysia. The students completed a questionnaire and were then interviewed by the researcher. The data collected were analysed using a thematic approach. Findings Two core themes and six subthemes emerged from the data analysis: (1) views of reflection – initial experiences, understanding of reflection and transition; (2) challenges faced – the need for more process-focused feedback, vulnerability in reflection and inaction in reflection. The findings are discussed with relevant examples from the data. Conclusions The findings highlighted how reflection can be perceived as an ambiguous task, subject to a variety of interpretations. From the students’ viewpoint, reflection was often characterised as a product which was single-layered (non-iterative) and monologic, rather than iterative and dialogic. Insights offered by this analysis suggest the need for the student perspective to be more deeply understood and considered contextually, with the aim of designing teaching to better support and strengthen a reflective learning approach.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Educational Research
Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
2.90%
发文量
0
期刊介绍: Educational Research, the journal of the National Foundation for Educational Research (NFER), was established in 1958. Drawing upon research projects in universities and research centres worldwide, it is the leading international forum for informed thinking on issues of contemporary concern in education. The journal is of interest to academics, researchers and those people concerned with mediating research findings to policy makers and practitioners. Educational Research has a broad scope and contains research studies, reviews of research, discussion pieces, short reports and book reviews in all areas of the education field.
期刊最新文献
Exploring cooperative learning as a tool in civic education Invisible and fluid walls in early childhood nature learning: collecting data through video Conditions for higher education study: the perspectives of prospective students from rural areas What is the meaning of family participation in schools? A multi-voice perspective Leadership as a profession in early childhood education and care
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1