An exploratory study of a work-based learning reflection module and the potential links between student attendance and engagement and student success as an indication of the mastery of reflection.
Reflection is pivotal in Work-Based Learning to enable learning to be gained from experience. Effective reflection also aids self-efficacy and agency. However, more can be known regarding how reflection works in Work-Based Learning contexts and whether attendance, engagement, age and gender are impo...
| Publicado en: | Reflective Practice Vol. 22; no. 6; pp. 824 - 844 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Dec 2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=153494289&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 153494289 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14623943 BCZ jtl: Reflective Practice issn: 14623943 maglogo: N pubinfo: dt: Dec 2021 vid: 22 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 153494289 152298290 153494289 153494289 10.1080/14623943.2021.1976133 153494289 ppf: 824 ppct: 20 formats: tig: atl: An exploratory study of a work-based learning reflection module and the potential links between student attendance and engagement and student success as an indication of the mastery of reflection. aug: au: Gerhardt, Trevor affil: Pearson College London, London, WC1V 7BH United Kingdom of Great Britain and Northern Ireland sug: subj: Learning Methods Reflection Student Attitudes Human Exploratory Research Interviews Descriptive Statistics Thematic Analysis Students Age Factors Sex Factors Male Female Adult Middle Age Adult: 19-44 years Middle Aged: 45-64 years Male Female ab: Reflection is pivotal in Work-Based Learning to enable learning to be gained from experience. Effective reflection also aids self-efficacy and agency. However, more can be known regarding how reflection works in Work-Based Learning contexts and whether attendance, engagement, age and gender are important factors. An exploratory archival research complimented with an unstructured interview was conducted with a class of 27 business students studying a module on reflection on a Work-Based Learning programme. Descriptive statistics and a thematic analysis revealed that the probability of mastering reflection depended upon more than six weeks attendance as well as active engagement in reflective activities. Receiving feedback on journal entries enhanced understanding and application. Women were more likely to engage in feedback opportunities. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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