The use of reflection or reflective learning journals as one of the meta-cognition strategies to influence and support the transfer of learning and development in higher education is well established. However, simply asking students to reflect without sufficient guidance and scaffolding is unproductive. Most reflections tend to result in a superficial summary of what has been done, what worked, and what didn’t. While the emergence of ChatGPT and other artificial intelligence tools present themselves as tools that add value to students’ toolboxes, they further complicate the development of critical and reflective thinking in some disciplines. This study (a) offers a literature review to explain the concepts of reflection and level of reflection proposed by Kember and colleagues and (b) examines the critical levels found in reflections submitted by a group of postgraduate students enrolled in a communication design course for non-design students at one of the local universities in Singapore. Qualitative content analysis was used to analyze the reflections. Results revealed that most students either misunderstood reflection as a summarized subjective evaluation of a past learning experience or treated it as a direct response to questions outlined in an adopted reflection framework such as Gibb’s Reflective Cycle. In addition, this study also highlights the challenges and inhibitors students encounter during reflection, including a lack of reflection literacy and reinforcement and feedback for future improvement. As a result, a structured framework is proposed to facilitate a more focused reflection and make reflection a valuable and meaningful learning activity.

Authors:
C K Peter Chuah, Singapore University of Social Sciences, Singapore

About the Presenter(s)
Dr C K Peter Chuah is currently the Head of the Program (Experience Design) at the School of Business, Singapore University of Social Sciences. His research interests include critical & reflective thinking, and experience-based & information design.

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