Enhancing transfer of learning through post-course reflection

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3^rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.     

Enhancing transfer of learning through post-course reflection

Abstract

This article investigates how a structured post-course follow-up reflection activity affects the depth of reflection and facilitates the transfer of learning. The research is reflective, based on the findings from the Action Learning Management Practicum, a 3^rd year paper at Massey University, New Zealand. The initial reflections at the end of the course generally went no deeper than students “noticing”, or “making sense” of the experiences. With the benefit of distance and time away from the course, the students' reflection was deep and insightful. The findings suggest that the post-course reflection activity enables participants to “make meaning” from their experiences with the benefit of time and distance from the initial post-course reflection, thus enhancing the transfer of learning. The article argues for an extension and adaptation to Kolb's “Experiential Learning Cycle” model in relation to the time of reflection based on the empirical evidence provided.     

Developing reflection through an ePortfolio-based learning environment: design principles for further implementation

This article discusses the implementation of an ePortfolio-based learning environment with Bachelor of Education students. The intention was for the platform to be an agency for the development of reflection. The environment scaffolded reflection through (1) exemplars of good practice, (2) the opportunity for discussions and (3) activities to support the development of reflection. There were issues within the research around the introduction of the platform at the particular stage of the students’ degrees but the environment was successful in the provision of a teaching and learning platform. The findings provided design principles for a model to guide the development of similar learning environments including (1) the need for the ePortfolio platform to be embedded across the degree programme with (2) regular tasks for the students to complete that (3) have a clear purpose that the students are aware of and (4) utilise interaction patterns that mimic the structures of social media.     

Automatic representation of knowledge structure: enhancing learning through knowledge structure reflection in an online course

Educational technology research and development - Summary writing is an important skill that students use throughout their academic careers, writing supports reading and vocabulary skills as well...     

The role of reflection in mathematics learning

Reflective abstraction is central to the theory of constructivism as put forth by von Glasersfeld. In coming to know, persons make major cognitive advances by taking their actions as objects of thought. Leamers move beyond being in the action when they engage in reflection. There are serious limitations in the explain-practice method of instruction and active learning. Performing even self-generated mathematical operations does not have the power which results from reflecting on the activity. Problem-centered learning, an instructional strategy which has been shown to provide rich opportunities for reflection, is examined. The nature of reflection in mathematical activity is also considered.     

Effects of reflection prompts on learning outcomes and learning behaviour in statistics education

Starting from difficulties that students display when they deal with correlation analysis, an e-learning environment (‘Koralle’) was developed. The design was inspired by principles of situated and example-based learning. In order to facilitate reflective processes and thus enhance learning outcomes, reflection prompts were integrated into the learning environment. A total of 57 university students were randomly assigned to two experimental conditions: 28 students were prompted to give reasons for their decisions while working within the learning environment (EG 1); and 29 students dealt with Koralle without being prompted (EG 2). The control group consisted of 67 students who had already attended regular statistics lectures but had no access to the e-learning environment. EG 1 scored significantly higher in the posttest than EG 2, and the effect was practically relevant and sustainable. Reflection prompts did not influence time on task, task choices and motivational outcomes. Both experimental groups clearly outperformed the control group.     

Development of analytical competencies and professional identities through school-based learning in Denmark

This article presents the main results of a case study on teachers’ professional development in terms of competence and identity. The teachers involved in the study are allocated time by their schools to participate in professional “affinity group” meetings. During these meetings, the teachers gather and analyse school-based data about factors which persistently create and sustain challenges in effective student education (grade K-10). This process improves their understanding and undertaking of job-related tasks. The affinity group meetings also influence the teachers’ professional identity. The research findings thus illustrate the fact that the analytical approach of affinity groups, based on the analysis of the difficulties in their daily job, provides good results in terms of competencies and identity perception. In general, as a result of meeting in affinity groups, adult learners develop professional competencies and identities which are considered crucial in rapidly changing schools characterised by an increased focus on, among other things, lifelong learning, social inclusion, school digitalisation, and information literacy. The research findings are thus relevant for ministries and school owners, teacher-trainers and supervisors, schools and other educational institutions, as well as teachers and their organisations worldwide.     

A critical reflection on using food as learning materials

Abstract

As early childhood teacher educators, we are thoroughly immersed in conversations about developmentally appropriate practice. Whether teachers should incorporate the use of food as learning materials is a case in point. As with many other concerns we ponder in our field, our task must be to define, clarify, and consider multiple perspectives in the pursuit of a rational justification of our position. In this paper we report the results of our careful review of theory and research that leads us to propose that using food as art material violates principles of best practice for three main reasons, because it: (1) teaches young children that it is acceptable to eat play materials and to play with food, (2) teaches young children that it is acceptable practice to waste limited resources, (3) violates many premises of multicultural education, or teaching children about diverse ethnic groups.     

Collaborative learning through teletutorials

Audio-graphic teleconferencing has been fully used in the delivery of teletutorials of all the courses offered via distance education at the Universiti Sains Malaysia. The teleconferencing sessions are delivered as part of an educational strategy of collaborative learning to provide quality educational interaction and an effective teaching-learning experience—thus enhancing the distanced communication. The elements of collaborative learning appeals to the adult learners and greatly assist in their intellectual growth and development, which in turn will benefit a developing country such as Malaysia.     

The importance of reflection in improving science teaching and learning

The purpose of this three-year naturalistic case study was to see whether collaborative reflection could enhance teaching and learning of science by generating desirable cognitive, metacognitive, and affective outcomes. Reflection was both individual and in groups, and involved reflection on practice in the classroom and phenomenological reflection on the nature of science teaching and learning. The study had two components. The preservice component involved 13 student teachers and teacher educators. The in-service component involved 14 novice and experienced science teachers and 350 of their students. The authors worked with both groups to devise ways of changing classroom attitudes and behaviors of teachers and students. The voluminous data collected include records of many interviews, questionnaires, and written evaluations. Findings from the study illuminate aspects of the nature of science teaching and learning, processes by which individuals improve the quality of their practice, and methods for exploring teaching and learning mechanisms and facilitating change. Central to these findings is the importance of each of the two types of reflection for fostering personal and professional development. For both teachers and students, both types of reflection acted to improve their knowledge, awareness, and control of themselves and their classroom practice.     

Effects of group reflection variations in project-based learning integrated in a Web 2.0 learning space

A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education. In this study, an empirical analysis was conducted on a Web 2.0 learning space designed to promote and support project-based group learning. Three different group reflection (GR) methods (i.e., self-reflection, GR, and instructor-supported reflection) were implemented for a micro community of undergraduate students completing a team project. Findings from this study suggest that promoting and supporting ‘deep learning’ through GR is essential for team project learning in a Web-based community. In addition, effective instructor intervention is a crucial component leading to better group performance. In terms of group learning evaluation rubrics, structural equation modeling revealed that the level of activeness in online contributions may not be as important as the evidence of collective reflection and critical thinking in team learning scenarios.     

Applications of speech-to-text recognition and computer-aided translation for facilitating cross-cultural learning through a learning activity: issues and their solutions

In this study, 21 university students, who represented thirteen nationalities, participated in an online cross-cultural learning activity. The participants were engaged in interactions and exchanges carried out on Facebook^® and Skype^® platforms, and their multilingual communications were supported by speech-to-text recognition (STR) and computer-aided translation (CAT) systems. The participants spoke in their native languages, and the STR system generated texts from their voice input. The CAT system then simultaneously translated the STR-texts into English. The aim of this study was to examine the accuracy rates of STR and CAT processes for different languages during intercultural communication. We also explored issues associated with these processes and how they were addressed in the study context. In addition, an attempt was made to determine whether or not our learning activity as supported by STR and CAT technologies facilitated cross-cultural learning. Our results showed that the lowest STR accuracy rate was for Belizean English whereas the highest STR accuracy rate was for French and Hindi. The lowest CAT accuracy rate was for Mongolian and Filipino, and the highest was for Spanish, Russian, and French. Seven issues associated with the STR process and ten issues associated with the CAT process were identified. The participants employed ten workarounds to address the STR-related issues and thirteen workarounds to address the CAT-related issues. We refer to a workaround as a method used by the participants to overcome a limitation related to either STR or CAT. Finally, our results demonstrated that cross-cultural learning took place; the participants understood and could explain foreign traditions to others and could also compare foreign traditions with their own. Based on our results, we made several suggestions and provided implications for the teaching and research community.