The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

Autor/in	Roessger, Kevin M.
Titel	The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 64 (2014) 4, S.323-344 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713614539992
Schlagwörter	Reflection; Skill Development; Experiential Learning; Transformative Learning; Learning Theories; Adult Learning; Prediction; Outcomes of Education; Technical Institutes; Vocational Education + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Learning theory; Lerntheorie; Adulte education; Adult training; Erwachsenenbildung; Vorhersage; Lernleistung; Schulerfolg; Technische Fakultät; Ausbildung; Berufsbildung
Abstract	In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb's experiential learning theory and Mezirow's transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants' response and error rates during novel applications of an instrumentally learned skill (skill adaptation). Participants were randomly assigned to three conditions (interference, reflection, or critical reflection) according to blocking variables: gender, age, and reflective propensity. Participants then completed behavioral skills training with embedded reflective activities. Afterward, participants completed a novel application task. Analyses of variance did not reveal differences in response or error rates among conditions or an interaction between reflective activity and reflective propensity on response rate. An interaction was found between reflective activity and reflective propensity on error rate: In the critical reflection condition, nonreflective learners had higher error rates than reflective learners. Potential explanations and implications for research and practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10