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ERIC Number: EJ1133696
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0040-0912
Assessing Reflection: Understanding Skill Development through Reflective Learning Journals
Cathro, Virginia; O'Kane, Paula; Gilbertson, Deb
Education & Training, v59 n4 p427-442 2017
Purpose: The purpose of this paper is to suggest ways in which business educators can interact successfully with reflective learning journals (RLJs). Specifically, the research was interested in how students used RLJs and how educators assessed these RLJs. Design/methodology/approach: In total, 31 RLJs, submitted as part of an international communication course involving a global virtual team exercise, were analysed. Thematic analysis was used to identify themes discussed by participants, while content analysis, based upon Kolb's learning cycle, was used to assess the depth of student reflection. Findings: Students appear to have engaged with depth and understanding and were able to articulate their skill level, but there was variance in their reflective ability across different skills. Practical implications: An interpretation of Kolb's (1984) learning cycle as a method to assist educators to assess RLJs is presented. Specifically, educators need to provide more guidance to students to enhance their ability to reflect. The authors suggest that a rubric based on Kolb could fulfil this objective. Originality/value: This study responds to the call for more research examining depth of reflection (Lien et al., 2012); it also offers contribution to the variety of models characterising reflective depth (Ash and Clayton, 2009; Chamberlain, 2012; Lien et al., 2012) drawn from experiential learning in the form of written RLJs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A