Work

Improving academic performance: Strengthening the relation between theory and practice through prompted reflection

Year: 2021

Type: article

Abstract: The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning.

Source: Active Learning in Higher Education

DOI: 10.1177/14697874211014411

Authors: Slaviša Radović, Olga Firssova, Hans GK Hummel, Marjan Vermeulen

Institution: Open University of the Netherlands

Language: English

Topic: Reflective Practices in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,000