Teaching reflection in higher education curriculum: evaluation of student learning through a pre- and post-intervention

This article describes the adaptation and validation of the Constructivist OnLine Learning Environment Survey (COLLES) for use in the transnational higher education context. As higher education becomes a more global phenomenon, ‘borderless’ education, either online or by distance education, is becoming a reality and there is a need for remote evaluation of course delivery and student learning. Curtin University of Technology is managing supported online delivery of Business Studies Degree and Diploma courses to four partner institutions of the African Virtual University, an initiative based in Nairobi, Kenya. Evaluation of students’ learning has included an online survey about the provision of resources and the quality of the learning environment in the various computer-based classrooms. Embedded in this instrument has been the adapted COLLES, providing a concomitant opportunity to test the properties and usefulness of the learning environment instrument. Problematic issues surrounding adaptation of the instrument have included the consequences of modifying the wording and establishing or confirming the meaning of the latent constructs in partially online courses and for transnational students. The process of establishing the validity and reliability of the scales is discussed.

The current study was conducted to find out the effects of directly recruited and promoted elementary teachers’ reflective skills on academic achievements of students in AJ&K. Reflective teaching practices assist the teachers to plan, implement and ameliorate their performance after diligent and meditative reconsideration of their strengths and weaknesses. Researcher conducted quantitative and descriptive research to find out the reflective skills practiced by directly recruited and promoted teachers. Furthermore, researcher also tried to find out the effect of directly recruited and promoted teachers’ reflective skills on academic achievement of students. Directly recruited and promoted elementary teachers and male students of public sector institutes (Grade 8th) were chosen as population. Researcher exercised random sampling technique to accumulate the data. The results collected from Elementary Board Bagh facilitated the researcher in computing the academic achievement of pupils. Researcher used SPSS to analyze the data and applied Mean and Regression to get the required results. The findings revealed that usage of reflective practices have a significant impact on academic achievements of students. Furthermore, directly recruited teachers were found comparatively better than promoted teachers and their students also enjoyed better academic achievements. It is recommended that teachers May run their eyes over latest pedagogical materials to update their knowledge, education department may ensure refresher courses and trainings to equip teachers with modern tools and teachers may ensure the usage of modern tools and strategies including case studies, motivation, record retention, analysis of students’ achievements and knowledge about their learning styles etc. Last but not the least, government may ensure free and fair direct recruitments through National Testing Service (NTS) and Public Service Commission (PSC) to ensure quality education and to ameliorate the academic achievements of students.

INTRODUCTION & OBJECTIVES Essential to both students and experienced exercise physiology practitioners, reflective practice is a cornerstone of lifelong learning and improved client care. In clinical settings reflection, characterised by awareness, is the critical analysis of experience and requires integration into higher education curriculum. METHODOLOGY Final-year exercise physiology students (N = 21) and 5 clinical exercise physiology supervisors completed a reflective practice learning activity. The stepped process of SPROUT was utilised, via classroom teaching and 14 weeks of clinical practicum. SPROUT represents the Situation, Past experiences, Read and refer, Other influences, Understanding, and Taking it forward. Teaching modes included group discussion, clinical situations, and student-led practice along with the completion of written reflections. Each student responded to the Reflection in Learning Scale (RLS) and further questions about their confidence. Written scripts were analysed for meaning and each ranked. Supervisors responded to open-ended questions during a focus group. FINDINGS Student scores for the RLS revealed higher scores for planning, knowledge integration and mental processing and lower for interactions with knowledge, mindful summarising and coping with negative emotions. 75% of students indicated that they were confident with reflective practice and that SPROUT, however time-consuming, had been helpful. Written scripts showed a range of developing abilities, from novice requiring more depth to those more advanced who demonstrated meaningful engagement and solution-orientated reflective ability. Clinical supervisors supported the importance of reflective practice and were positive about the application of the stepped approach of SPROUT. CONCLUSIONS The SPROUT framework supported reflective practice learning, benefiting both students and qualified practitioners, facilitating not only increased confidence but also a more profound understanding of clinical encounters. The structured approach of SPROUT proved beneficial in guiding reflective thinking. This research underscores the importance of reflective practice in exercise physiology, endorsing its role in ongoing professional development.

Background. The article addresses the issue of developing reflective skills of future teachers during their university training. The object of the research is students' reflective skills determining their disposition to professional pedagogical activity. The purpose of the article is to examine the dynamics of reflective skills development of students majoring in pedagogics through their reflective activities during the learning process. Materials and methods. The methodological basis of the research is reflective, competence-based and system approaches. The author used the following methods: comparative analysis of pedagogical facts on the research topic, testing, pedagogical experiment, and survey. The collection of empirical data was carried out by using various pedagogical tools such as the questionnaire for self-understanding in the process of communication (by William Stephenson); the experimental technique of cooperative reflection (by T.F. Usheva and others); the method of activity analysis (by S.D. Neverovich and others), and the questionnaire for individual manifestations of reflection by A.V. Karpov. The study included 73 students of pedagogical specialties of Irkutsk State University. Results. The results of the study demonstrate positive dynamics of developing reflective skills of students majoring in pedagogics. Organizing the learning process based on reflective activity allowed to develop personal reflective skills in the beginning. The next stage included developing intellectual, communicative and cooperative types of reflective skills. The process of developing cooperative reflective skills turned out to be the hardest to start. Mainly, this process is complicated by problems in reaching agreement of students' activity positions and planning their collective actions. The dynamics of developing reflective skills does not depend on the stage of higher education (studying for bachelor's or master's degree). Students of every stage of higher education demonstrated the same trajectory of developing the four types of reflective skills.

Reflective practice is an important characteristic of a knowledgeable health professional. Reflection is needed to maintain professional competence, practice-based learning, and an improvement focused attitude. Yet, learners struggle with reflective practice activities as they are perceived as challenging and time consuming. We used the idea of concept mapping to design an e‑portfolio tool that supports learners with their reflective practice activities. The purpose of this article is to demonstrate the design and rationale of e‑portfolio mapping and how this tool could be used to support reflective practice activities.Following the stepwise approach typical for the reflective cycle, two types of maps were designed, a trigger map and a competency map. In a trigger map, the learner reflects on a concrete learning or feedback experience. In a competency map the learner interprets and synthesizes several previous trigger maps which ultimately leads to the formulation of new learning objectives. The e‑portfolio mapping tool can be a useful and supportive tool to foster learners’ reflective skills and provide mentors with in-depth insight into the students’ learning and reflection processes.Electronic supplementary materialThe online version of this article (10.1007/s40037-019-0514-5) contains supplementary material, which is available to authorized users.

The book titled Intercultural Communicative Competence for Global Citizenship. Identifying cyberpragmatic rules of engagement in telecollaboration brings novel approaches to Computer Mediated Communication, based on practical outcomes from a small-scale online international learning (OIL) project, i.e., CoCo, carried out during the academic year 2015–2016, between UK and France. It provides useful insights into the contribution of OIL projects to the internationalisation of the Higher Education (HE) curriculum as well as to the development of global citizenship competences, with a focus on intercultural communicative competence (ICC) in the digital era. The authors structured the book into seven chapters, concentrating on essential pragmatics concepts revisited within the cyberspace and describing the project methodology and findings. Chapter 1, Introduction provides an overview of the topics presented in the volume, with clear definitions and eloquent examples, i.e., Online International Learning (OIL), Intercultural communicative competence (ICC), Telecollaboration, Internationalisation of the curriculum (IoC), Threshold concept (TC), Global citizenship, and Cyberpragmatics. Chapter 2, Intercultural Communicative Competence (ICC) Revisited brings forth an account of the historical evolution of the concepts of Communicative Competence (CC) and Intercultural Communicative Competence (ICC), while at the same time examining the impact of the World Wide Web, coupled with the extensive use of Computer Mediated Communication (CMC) on the re-conceptualisation of ICC and its reassessed characteristics. It emphasises the value of integrating telecollaboration into the Higher Education curriculum with a view to creating global citizenship competences for the digital age in Higher Education. Chapter 3, Cyberpragmatics advances a comprehensive definition of cyberpragmatics seen as a professional as well as an academic genre-specific online ‘savoir-être’. It explores the theoretical foundations of the term, coined by Yus (2011), and brings forth examples of cyberpragmatic findings from similar research. Moreover, it gives an overview of the politeness theory (Brown, & Levinson 1987) and politeness principle (Leech 1983, 2014). The authors explain the blurring line between oral and written language that may occur in the case of online communication and how this affects students. The chapter also provides a clear-cut definition of the threshold concept (TC) pedagogy, upholding that Intercultural Cyberpragmatic Communicative Competence (ICCC) may be subsumed to TC. The authors advocate curricular scaffolding in HE in order to assist students with reflecting on and practising ICCC. Last but not least, the chapter presents the research question that this study aims to address. Chapter 4, The ‘CoCo’ Telecollaborative Project: Internationalisation at Home to Foster Global Citizenship Competences presents the CoCo (Coventry Colmar) telecollaborative course, along with the tasks devised and/or adopted for it, e.g., the Cultura Quizzes. It demonstrates the successful integration of CoCo into the curriculum and assessment of the two participating institutions and how students managed to apply critical digital literacies for global citizenship through active learning. The authors make an overview of research instruments and materials, including the frameworks of analysis and their application. Useful figures and tables illustrating the telecollaborative project structure, the politeness frameworks and strategies applied are also included. The fifth chapter, ‘CoCo’ Research Questions and Answers, delves further into the research questions of this study, at the same time offering a rationale for the analysis decisions taken as part of the asynchronous discussion forums with reference to tasks devised for the CoCo telecollaborative project. It tackles the impact of linguistic politeness theory frameworks on how project participants manage to negotiate politeness online. As for the asynchronous interactions in the CoCo forum, politeness strategies and facework employed by the CoCo interactants are interpreted from a cyberpragmatic standpoint through the application of Brown and Levinson’s and Leech’s politeness frameworks of analysis. Chapter 6, Emerging Online Politeness Patterns, brings forth a thorough account of the results obtained from the analysis of interactants’ exchanges carried out on the asynchronous discussion forums, with respect to the tasks devised for the telecollaborative CoCo project. In particular, three online exchanges were used in order to highlight patterns of linguistic behaviour, i.e., type and frequency of politeness strategies or maxims. The final chapter, Conclusion, presents the summary of findings, limitations and further research suggestions as well as pedagogical implications for teachers and students alike. The politeness frameworks of analysis provided by Brown and Levinson (1978) and Leech (1983), applied to cybercommunication are outlined and explained. The results revealed particular problematical areas in the field of cyberpragmatics, underpinning the challenges that students may face in telecollaboration, leading to the conclusion that detailed and structured task scaffolding is necessary in such collaborative activities. All in all, the book is an extremely useful tool for all stakeholders in the tertiary education landscape. It is a must read for language teachers, teacher trainers, trainees and educators from all educational systems across the globe.

This research aims to improve student achievement by using model Course Review Horay the third grade students of SD Negeri 4 Ngraho in the academic year 2015/2016. This type of research is a classroom action research (PTK) is done through planning, action, observation, and reflection. The subjects were students of class III Elementary School 4 Ngraho in the academic year 2015/2016 which amounted to 17 students consisting of 9 students male and 8 female students. Class Action Research was conducted in two cycles. The data was obtained darihasil observation activities of teachers and students as well as the test results of the evaluation of student learning. Data were analyzed descriptively by using the average and the percentage of completeness students. Results of Class Action Research on learning using learning model Horay Course Review, showed that the average value of the results of the evaluation of student learning increased from 66.86 in pre-cycle into 78.43 in the first cycle and 85.86 in the second cycle. The percentage of completeness of evaluation of student learning outcomes increased from 40% in pre-cycle to 60% in the first cycle and 90% in the second cycle. In addition to the results of the evaluation study, student activities also increased from 49.70% in the first cycle to 74.69% in the second cycle. It is proved that the learning model Horay Course Review can improve learning achievement in third grade primary school students 4 Ngraho in the academic year 2015/2016.

This article explores the integration of digital literacy into higher education curricula as a strategy for enhancing student engagement. With the increasing reliance on digital tools and platforms in both academic and professional environments, developing digital literacy skills has become essential for students. This study examines how embedding digital literacy into course design can foster interactive learning, improve critical thinking, and promote active participation in the classroom. Drawing on recent case studies and educational frameworks, the article highlights key practices for successfully integrating digital literacy into various disciplines. The findings suggest that when digital literacy is incorporated effectively, it enhances students' motivation, collaborative learning, and overall academic performance, preparing them for the demands of the modern workforce. The article concludes with recommendations for educators and institutions on how to implement digital literacy strategies within their curricula to better engage students in a digital age.

ABSTRACTReflexive accounts of physical education (PE) pedagogy and practice offer potential to reveal much about the intended and unintended learning, for both students and teachers, that can result from certain pedagogic encounters. Despite the promotion of reflective practice/s as a possible ‘panacea’ for improved teaching and learning, there is widespread concern that such approaches have relatively little influence in ‘shaking or stirring’ the deep-seated notions of effective pedagogy that are held by many physical educators [Mordal-Moen, K., & Green, K. (2014). Neither shaking nor stirring: A case study of reflexivity in Norwegian PE teacher education. Sport, Education and Society, 19(4), 415–434]. Inherent here are concerns that an increase in critical awareness alone does not necessarily lead to pedagogic translation [Hickey, C. (2001). “I feel enlightened now, but … ”: The limits to the pedagogic translation of critical social discourses in PE. Journal of Teaching in Physical Education, 20(3), 227–246]. Against that backdrop, we continue to support the use of reflective practice techniques as tools through which to interrogate the socio-cultural conditions and power relations that install enduring notions of effective pedagogy and dominant professional identities [Coia, L., & Taylor, M. (2017). Let’s stay in the swamp: Poststructural feminist reflective practice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. 49–62). Singapore: Springer Singapore]. In this paper, we explore PE pedagogy and practice through reflective practice with two female teachers in all-boys’ schools. Specifically, we critique the use of video-stimulated reflections from a feminist poststructuralist perspective to make visible the possibilities, challenges and tensions inherent in this methodological approach.

The importance of promoting reflection and reflective practice in teacher education programmes is widely acknowledged. This exploratory study describes how a revised B. Ed initial primary teacher education programme created a renewed focus on reflection and reflective practice to support students in becoming reflective practitioners The work on developing the new programme was a collaborative effort of staff, both at the planning and implementation stages. This paper reports on an evaluation of Year 1 of the B.Ed programme in which 440 undergraduate students and 24 staff were involved. The results were mainly positive, indicating that the changes in the programme have been largely successful in their goals. However, the results also show that further work needs to be done in this area with more in-depth research and analysis of the ongoing work being needed.

Purpose of the study: this research intends to explore how reflective practice is being perceived and applied within an elite English football academy setting. Specifically, it aims to investigate how key staff, working as part of a multidisciplinary team (MDT), interpret and implement The FA’s Plan-Do-Review model. Furthermore, how do academies mobilise reflective practice according to the values and unique cultural environment of the Club under the auspices of the Premier League’s Elite Player Performance Plan (EPPP). Methodology: The study used a qualitative approach with semi-structured interviews involving twelve MDT members. Moon’s Model of Reflection and The FA’s Plan-Do-Review framework guided thematic analysis using manual coding. Main Findings: Findings indicate that 1) There is a disconnect between the understanding and learning of reflective practice through coach education courses and its application within the real world. 2) Reflective practice should be nurtured and developed through strong networks and interprofessional collaboration, utilising communities of practice and mentoring relationships both in and outside the work environment. 3) The different disciplines working within an MDT will engage in reflection to varying depths and levels. Rather than viewing reflection on a hierarchical scale, the level and method of reflection should be determined by the individual, their experiences, and the context. Novelty/Originality of this study: This study provides empirical insight into real-world reflective practice among sports professionals, offering a novel multidisciplinary perspective and practical recommendations for coach education and academy policy.

This paper investigates the level of reflective practice amongst Saudi female postgraduate students at King Saud University. The study is quantitative in nature, whereby a reflective practice self-assessment scale was administered to assess the reflective practice of 201 female postgraduate students at KSU. The scale concentrates on five dimensions; the ability and freedom to reflect, questioning assumptions, considering others’ viewpoints, using reflective methods/tools, and frequency of the refection on events. Findings of this study indicate that Saudi female postgraduate students at KSU reveal a decent level of reflective skills. Findings also display that there are some reflective requirements and skills which are more common in the scientific fields than they are in the literary fields. On the light of these results, recommendations for Saudi postgraduate instructors and program developers are provided accordingly.

Problems or incidents occurring in clinical settings are often seen as indicators of poor nursing care and even indicators of a lack of reflective practice skills. In the hope of improving such situations a qualitative, explorative, phenomenological, descriptive and contextual approach was conducted to explore and describe how reflective practice is practised by registered nurses in training hospitals in Windhoek. The findings of this study revealed inadequate knowledge of reflective practice among registered nurses. This paper represents the findings of situational analysis of the experiences of registered nurses on reflective practice. Keywords: Facilitate, Reflection, Reflection-In-Action, Reflection-on-Action, Reflective Practice.

<h3>Background</h3> Reflective practice in health and social care and supervision (Johns. Becoming a reflective practitioner. 5^th ed. Wiley-Blackwell; 2017; Scaife. Supervision in clinical practice: a practitioner’s guide. Routledge; 2019) in the UK have been established for many decades and are supported by a wide range of evidence. There are several models available that have a well-defined framework and application. Interprofessional supervision (Bostock. Interprofessional staff supervision in adult health and social care services. [Vol 1. ] Pavilion Press; 2016) is now more common and reflected by the development of Resilience Based Clinical Supervision (Stacey, Cook, Aubeeluck, et al. Nurse Educ Today. 2020 Nov;94:104564) training delivered by Hospice UK to support hospices in introducing this model to their workforce. <h3>Aim</h3> To enable all staff and volunteers to develop reflective practice skills and health and social care staff to receive regular clinical supervision. <h3>Method</h3> The first step was to build on the introduction of Gibbs’ Reflective Cycle (1988) to all staff. Group sessions were scheduled once a calendar month and staff assigned as facilitators. A working group was formed to review and develop reflective practice and supervision. In 2022 one-to-one and group supervision was offered to health and social care staff. Two staff completed the Resilience Based Clinical Supervision training with Hospice UK in 2023 to introduce this model to the workforce. <h3>Results</h3> The response to the supervision has been positive. Twenty-nine staff have been engaged consistently from July 2022. Reflective practice sessions are now facilitated on a need basis. There were issues with attendance due to workload and shift patterns. Staff from different departments have taken part. Reflective practice training is delivered regularly and available to all staff and volunteers. Supervision training was developed and piloted. Six health and social care colleagues have completed this. <h3>Conclusion</h3> A resilience and restorative approach to supervision has been introduced yet engagement continues to be a challenge. Practical solutions are being explored to boost self-directed and peer facilitated group reflective practice and supervision for all health and social care staff with a case load.

(1966). The Core Curriculum in Higher Education for Business. The Journal of Higher Education: Vol. 37, No. 2, pp. 88-91.