Creative strategies to support student learning through reflection

G.H. van Rensburg, Y. Botma, T. Heyns, I.M. Coetzee

Abstract


Reflective practice has become a key attribute of promoting quality teaching and learning. Learning is an active process and include reflective writing, visualising and verbalising to promote critical thinking. In our experience most often than not superficial reflective writing is used. We explored the design of opportunities for students to engage in critical reflection. Theoretical data were obtained through in-depth exploration of the literature to allow contextualisation while arguing a case. A qualitative approach was used. Judgements were not made about the measured quality of reported findings, but on the relevance of reflective strategies to support students, enhance critical reflection and transform practice. Combined with narration and dialogue, reflection can bridge the gap between theoretical ideals and realities of the practice context. Four reflective activities have been identified that could be used to engage students in critical reflection.


Keywords


action learning, concept mapping, critical incident, reflection, reflective strategies, storytelling, student support

Full Text:

PDF

References


Adams, M. 2010. The practical primacy of questions in action learning. Action learning and its applications, present and future. New York: Palgrave Macmillan.

Argyris, C. and D. Schön. 1974. Theory into practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

Basavanthappa, B.T. 2009. Nursing Education. Second edition. New Delhi: Jaypee Brothers Medical.

Billings, D. and J.A. Halstead. 2012. Teaching in nursing: a guide for faculty. Fourth edition. St Louis: Mosby/Elsevier/Saunders.

Botma, Y., G.H. van Rensburg, I.M. Coetzee and T Heyns. 2015. A conceptual framework for educational design at modular level to promote transfer of learning. Innovations in Education and Teaching International 52(5): 499-509.

Botha, C.S. 2017. Using metaphoric body-mapping to encourage reflection on the developing identity of pre-service teachers. South African Journal of Education 37(3): 1-12.

Boud, D., R. Keogh, and D. Walker. 1985. Reflection: Turning experience into learning. London: Kogan Page.

Bressington, D.T., W. Wong, K.C. Lam, and W.T. Chien, 2018. Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. Nurse Education Today 60: 47-55.

Brook, C. and K. Aspinwall. 2013. Creative activities and action learning. Action Learning: Research and Practice. doi.10.1080/14767333.2013.840063.

Carey, P. 2013. Student as co-producer in a marketised higher education system: a case study of students’ experience of participation in curriculum design. Innovations in Education and Teaching International. doi.10.1080/14703297.2013.796714.

Coghlan, D. 2013. Action learning research? Reflections from the colloquium at the Third International Conference on action learning. Action Learning: Research and Practice 10(1): 54–57.

Duvivier, R.J., J. van Dalen, A.M. Muijtjens, V.R.M.P. Moulaert, C.P.M. van der Vleuten, and A.J.A. Scherpbier. 2011. The role of deliberate practice in the acquisition of clinical skills. BMC Medical Education 11(c): 101.

Dyment, J.E. and T.S. O’Connell. 2011. Assessing the quality of reflection in student journals: A review of the research. Teaching in Higher Education 16(1): 81–97.

Edmonstone, J. and H MacKenzie. 2005. Practice development and action learning. Practice Development in Health Care 4(1): 24–32.

Epp, S. 2008. The value of reflective journaling in undergraduate nursing education: Alternative review. International Journal of Nursing Studies 40(9): 1379–1388.

Ericsson, K.A. 2007. An expert-performance perspective of research on medical expertise: The study of clinical performance. Medical Education 41(12): 1124–1130.

Flanagan, J.C. 1954. The critical incident technique. The Psychological Bulletin 51(4): 327–358.

Forneris, S.G. and C. Peden-McAlphine,. 2007. Evaluation of a reflective learning intervention to improve critical thinking in novice nurses. Journal of Advanced Nursing 57(4): 410–421.

Freshwater, D., B. Taylor and G. Sherwood. 2008. International textbook of reflective practice in nursing. Oxford. Sigma ThetaTau International Honor Society of Nursing.

Griffen, M. 2003. Using critical incidents to promote and assess reflective thinking in preservice teachers. Reflective Practice 4(2): 2007–2220.

Harvey, M., M. Baker, A. Semple, K. Lloyd, K. McLachlan, G. Walkerden and V. Fredericks. 2017. Reflection for learning: a holistic approach to disrupting the text. New York: Springer.

Hickson, H. 2011. Critical reflection: Reflecting on learning to be reflective. Reflective Practice 12(6): 829–839.

Hills, M. and J Watson. 2011. Creating a caring science curriculum: an emancipatory pedagogy for nursing. New York: Springer.

Hofer, B.K. 2017. Shaping the epistemology of teacher practice through reflection and reflexivity. Educational Psychologist 52(4): 299-306.

Howatson-Jones, L. 2016. Reflective practice in Nursing. Third edition. Los Angeles: Sage.

Hudges, H. 2007. Critical incident technique. In S. Lipu, K. Williamson and A. Loyd. Exploring methods in information literacy research. Wagga Wagga: Centre for Information Studies. Charles Sturt University: 49–66.

Hudges, H. 2012. An expanded critical incident approach for exploring information use and learning. Library and Information Research 26(112): 72–95.

Jonassen, D.H. 1995. Supporting Communities of Learners with Technology: A Vision for Integrating Technology with Learning in Schools. Educational Technology 35(4): 60-63.

Jones, A. 2011. Seeing the messiness of academic practice: Exploring the work of academics through narratives. International Journal for Academic Development 16: 109–118.

Kane, R. S. Sandretto and C. Heath. 2004. An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education 47(3): 283–310.

Killen, R. 2007. Teaching strategies for outcomes-based education. Second edition. Cape Town: Juta.

Kolb, D.A. 1984. Experiential learning: experience as a source of learning and development. Englewood Cliffs: Prentice-Hall.

Kuit, J. and G. Reay. 2001. Experiences of reflective teaching. Active Learning in Higher Education 2(2): 128–142.

Machi, L.A. and B.T. McEvoy. 2016. The literature review. Third edition. Corwin: Sage.

Mann, K., J. Gordon and A. MacLeod. 2009. Reflection and reflective practice in health professions education: A systematic review. Advances in Health Sciences Education : Theory and Practice 14(4): 595–621.

Mantzoukas, S. 2007. Reflection and problem/enquiry-based learning: Confluences and contradictions. Reflective Practice 8(2): 241–253.

Maree, C. and G.H. Van Rensburg. 2013. Reflective learning in higher education: application to clinical nursing. African Journal of Physical, Health Education, Recreation and Dance (AJPHERD) Supplement 1: 44–55.

McAllister, M. 2015. Connecting narrative with mental health learning through discussion and analysis of selected contemporary films. International Journal of Mental Health Nursing 24(4): 304–313.

Moon, J. 1999. A handbook of reflective and experiential learning. London: Routledge.

Murphy, M., C. Halton and M. Dempsey. 2008. The transfer of reflective engagement from social work education into the workplace: A study of the value of scaffolded reflection. Irish Educational Studies 27(1): 71–80.

Naicker, K. 2014. The role of educators in facilitating reflective learning in students. Unpublished masters’ dissertation. Pretoria: University of South Africa.

Newton, J. 2004. Learning to reflect: a journey. Reflective Practice 5(2): 155–166.

O’Farrell, C. and M. Fitzmaurice. 2013. Academic developers using narrative to support our professional development. Innovations in Education and Teaching International 50(3): 227–237.

Park, S., I. Kang, T.R. Valencic and Y. Cho. 2013. Why are we using action learning and in what context? Action Learning: Research and Practice 10(1): 4–24.

Pennington, K., J. Creswell, T. Snedden, M. Mulhall and N. Ellison. 2013. Ignatian pedagogy: Transforming nursing education. Jesuit Higher Education 2(1): 34–40.

Phillips, C., K. Bassell and R. Fillmore. 2017. Storytelling and reflective pedagogy: transforming nursing education through faculty development. American Journal of Health Sciences 8(1): 1-12.

Polit, D.F. and C.T. Beck. 2017. Nursing research: Generating and assessing evidence for nursing practice. Tenth edition. Philadelphia: Lippincott Williams & Wilkins.

Radford, M.L. 2006. The critical incident technique and qualitative evaluation of the connecting libraries and school project. Library Trends 55(1): 46–64.

Roffey-Barentson, J. and R. Malthouse. 2009. Reflective practice in the lifelong learning sector. Exeter: Learning Matters.

Ryan, M. and M. Ryan. 2013. Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research and Development 32(2): 244–257.

Schaub-de Jong, M.A., J. Schönrock-Adema, H. Dekker, M. Verkerk and J. Cohen-Schotanus. 2011. Development of a student rating scale to evaluate teachers’ competencies for facilitating reflective learning. Medical Education 45(2): 155–165.

Seckler-Walker, J. and S. Taylor-Adams. 2001. Clinical incident reporting. In: Vincent C, ed. Clinical Risk Management: Enhancing Patient Safety. London: BMJ Books.

Serrat, O. 2017. The Critical Incident Technique. In: Knowledge Solutions. Springer, Singapore.

Sherwood, G. 2014. The scholarship of reflective practice. Indianapolis: Sigma Theta Tau Press.

Sherwood, G. and S. Horton-Deutsch. 2012. Reflective practice: Transforming education and improving outcomes. Indianapolis: Sigma Theta Tau Press.

Shurville, S. and A. Rospigliosi. 2009. Implementing blended self-managed action learning for digital entrepreneurs in higher education. Action Learning: Research and Practice 4(1): 53–61.

Smith, J.W. and D.K. Stitts. 2013. Using action learning and critical thinking tools to make changes in higher education. Contemporary Issues in Education Research 6(1): 73–83.

Stage, F.K. and D. Hossler. 2000. Where is the student? Linking student behaviours, college choice, and college persistence, in John M. Braxton (Ed), Reworking the student departure puzzle. Nashville, TN: Vanderbilt University Press: 170–195.

Tracy, S.J. 2010. Qualitative quality: Eight ‘Big-Tent’ criteria for excellent qualitative research. Qualitative Inquiry 16(10): 837–851.

Van Beveren, L., G. Roets, A. Buysse and K. Rutten. 2018. We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review,24: 1-9.

Walsh, D. and S. Downe. 2005. Meta-synthesis method for qualitative research: A literature review. Journal of Advanced Nursing 50(2): 204–211.




DOI: https://doi.org/10.20853/32-6-2888

Refbacks

  • There are currently no refbacks.


eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.