Pedagogical Strategies for Reflection that Promote Student Growth (73695)

Session Information:

Wednesday, 22 November 2023 15:45
Session: Poster
Room: Orion Hall
Presentation Type: Poster Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Institutions of higher education are the starting point for students in pursuing lifelong autonomous careers. To become autonomous learners, they must make independent choices and decisions about the content of and strategy for learning. In this regard, reflection is an essential component of quality learning and the expression of such learning. In addition, it forms part of learning in which learners seek to understand new knowledge and relate it to previous knowledge. Intentional reflection in learning influences one’s involvement in the learning process, the interpretation of a task at hand, and strategies selected and adopted. This study analyzed a learning portfolio that continuously recorded the results of the reflection of students on their experiences, which was conducted in a leadership education program for first-year master’s students in the Graduate School of Engineering and Science. Based on the results of this analysis, the study conducted interviews with students who demonstrated positive behavior changes. To elucidate the mechanism of behavior change through reflection, the study focused on the type of semantic environment and factors involved in each other to produce behavior change. On the basis of the results of the quantitative and qualitative analyses and of the literature review on reflection, we propose educational strategies for reflection that promotes student growth.

Authors:
Tomoko Maruyama, Ehime University, Japan
Masahiro Inoue, Keio University, Japan


About the Presenter(s)
Dr TOMOKO MARUYAMA is a University Associate Professor/Senior Lecturer at Ehime University in Japan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00