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Creating a Culture of Reflection |
About the Author . . .
Sallie Weems is the Program Manager for Continuing Medical Education at CHW-East Valley located in Chandler, Arizona. She received her Associate Degree in Nursing from Phoenix College, a Bachelor of Science degree in Biology from Grand Canyon University, and her MBA in Management from Western International University. She is pursuing her doctoral studies in Higher Education and Adult Learning. Sallie has worked in the health care industry for over 20 years, and has managed undergraduate, graduate and continuing medical education since 1999. You can contact this author at sallieinaz@cox.net.
Introduction
The use of reflection in the learning environment is a powerful teaching method that often results in a more meaningful and lasting educational experience. Reflection, according to Sobral, "comprises the act of thinking about what one has learned as well as how one learns"(Sobral, 2000, p. 182). Reflecting on past experiences, ideas and beliefs and then applying those reflections when learning about new concepts helps the learner to be more engaged in the process and in turn, results in new knowledge that the learner can then build on. Taylor and Lamoreaux clarify "As adult educators, we are committed to learning that encourages adults to see themselves and the world around them in more complex ways" (Taylor & Lamoreaux, 2008, p. 49). This paper discusses how to incorporate reflective learning as a teaching method, and discusses the benefits and challenges associated with reflective learning. The conclusion encourages teachers to incorporate reflection as part of their educational practice, while considering the appropriate situations that this method is most valuable.
Culture of Reflection
It is important to understand how learning affects the human brain – in order to process new information, the brain searches for patterns from past experiences that can be applied to new learning (Taylor & Lamoreaux, 2008). When an educator incorporates reflection into their lesson plan, it allows the learner to connect their experiences with the new knowledge that is being introduced. The learner, using analogy, is able to absorb and synthesize the material much more efficiently.
Reflection in learning may seem to be an intuitive practice, however, Fiddler and Marienau report that "for many adult students reflection does not happen easily on command" (Fiddler & Marienau, 2008, p. 76). There are many reflective tools used by educators such as journals and blogs, discussions, and reviews of lessons learned. A recommended technique is the 'before-during-after' framework, in which the instructor leads a learning activity by asking the participants' a question such as "What do you believe about this topic?", and then moving on to asking the question "What did you learn?" and finally, closing the learning with the question "In what ways will you use this learning" (Fiddler & Marienau, p. 78)? This technique intersperses the practice of reflection throughout the educational activity, allowing the learner to link their past experiences and knowledge with how they will apply their new learning in the future.
Benefits of Reflective Learning
Much research has been conducted on the use of reflection in education. In a study published in 2007, the researchers asked 41 participants to describe their learning experience with and without the use of reflection. The findings showed that the learning without reflection resulted in 'surface learning', which the learner did not retain beyond the course. When reflection was used as a teaching method, the findings showed that the participants experienced a "deeper learning" with the learners reporting that their "reflection on new learning provided enhanced levels of understanding, confidence and awareness…" (Lowe, Rappolt, Jaglal, & MacDonald, 2007, p. 147).
Another study conducted by Sobral in 2000 measured 103 medical students' appraisal of self-reflection in learning using a questionnaire. In this study, the researchers found a significant correlation between use of self-reflection and a "more positive learning experience". The researchers state that a "higher level of reflection was found to be related to perceived meaningfulness of learning" (Sobral, 2000, p. 185). These studies help to underscore how significant a role reflection plays in providing the learner with a deeper, more lasting and meaningful learning experience.
Challenges of Reflective Learning
As mentioned before, reflection is not a routine process for most learners. Traditional lectures are structured to impart information and for the student to memorize and test on the content. Creating a culture of reflection requires resources such as time, staffing, and a learning environment that is open to innovation (Lowe et al., 2007). And although the learners past experience is the foundation for reflective practice, it can also "block learning", particularly if the new learning is contrary to the learner's beliefs and experiences (Marienau & Reed, 2008). The instructor must be able to gauge the individual learners' responses and be able to react appropriately.
Conclusion
Research on the use of reflective learning shows improved content retention, learner satisfaction with the educational process, and a deeper learning. Although it is impractical to use reflective learning techniques for all educational activities, reflection offers a powerful teaching tool that should be considered by educators in any field. The educator must be mindful of the time required to incorporate reflective learning, and selective about the types of activities that would be most conducive for this teaching method.
References
Fiddler, M., & Marienau, C. (2008). Developing habits of reflection for meaningful learning. New Directions for Adult and Continuing Education, 75-85. doi:10-1002/ace.297
Lowe, M., Rappolt, S., Jaglal, S., & MacDonald, G. (2007). The role of reflection in implementing learning from continuing education into practice. Journal of Continuing Education in the Health Professions, 143-148. doi:10.1002/chp.117
Marienau, C., & Reed, S. C. (2008). Educator as designer: Balancing multiple teaching perspectives in the design of community based learning for adults. New Directions for Adult and Continuing Education, 61-72. doi:10.1002/ace.296
Sobral, D. T. (2000). An appraisal of medical students' reflection-in-learning. Medical Education, 182-187. doi:10.1046/j.1356-2923.200.00473.x
Taylor, K., & Lamoreaux, A. (2008). Teaching with the brain in mind. New Directions for Adult and Continuing Education, 49-58. doi:10.1002/ace.305 |
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