Reflective Writing in Course Design for Active Learning in Social Work Education

Autor/inn/en	Christensen, Jonas; Wärnsby, Anna
Titel	Reflective Writing in Course Design for Active Learning in Social Work Education
Quelle	In: Journal of Social Work Education, 59 (2023) 3, S.756-771 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Christensen, Jonas) ORCID (Wärnsby, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2023.2213285
Schlagwörter	Learning Processes; Feedback (Response); Learning Strategies; Reflection; Writing (Composition); Social Work; Counselor Training; Scaffolding (Teaching Technique); Academic Language; Literacy; Counselor Educators; Teacher Student Relationship; Metacognition; Course Descriptions; Active Learning; Action Research + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibübung; Soziale Arbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kursstrukturplan; Aktives Lernen; Projektforschung
Abstract	This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increased awareness of one's own learning strategies, and supported the adoption of an explorative, reflective stance in students. Therefore, the experimental course design with several reflective tasks created the sought-after intersection of the academic and professional literacies. This design stimulated student engagement and resulted in high attendance. This design is particularly suitable in heterogeneous classrooms and promotes student inclusion and active learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01