DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?
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Keywords

Reflective practice
personalised feedback
learning
higher education

How to Cite

ABU BAKAR, M. A. (2019). DOES REFLECTIVE PRACTICE AND PERSONALISED FEEDBACK FOSTER LEARNING?. Asia Proceedings of Social Sciences, 5(1), 102-105. https://doi.org/10.31580/apss.v5i1.1105

Abstract

Reflective practice is proven as an evidence-based approach in education science. It guides learners to actively engage in critical evaluation of their thoughts, actions, and experience to construct a meaningful framework of understanding. Implementation of reflective practice in learning nurtures students’ self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive). However, the contents of reflective practice have to be guided with personalised feedbacks by the instructors to foster the quality of reflective practice. The instructor has to be catered with the structured rubric of evaluation to provide professional feedback to the student's reflective writing. Therefore, in this study, each reflective writing produced by the student was evaluated based on five categories of the reflective style produced by Bruno & Gilardi (2014).

https://doi.org/10.31580/apss.v5i1.1105
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References

Bruno, A. & Gilardi, S. (2014). Assessing reflective competence through students’ journals. Reflexivity in higher education, 179-190.
Knowles, Z., Gilbourne, D., Borrie, A., & Nevill, A. (2001). Developing the reflective sports coach: A study exploring the processes of reflective practice within a higher education coaching program. Reflective practice, 2(2), 185-207.
Louis, M. R., & Sutton, R. I. (1991). Switching cognitive gears: From habits of mind to active thinking. Human Relations, 44(1), 55-76.
Parry, D., Walsh, C., Larsen, C. & Hogan, J. (2012) Reflective Practice: a place in enhancing learning in the undergraduate bioscience teaching laboratory?, Bioscience Education, 19:1, 1 10.
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