Exploring the use of regular reflections in student collaboration: a case study in higher education.

Autor/inn/en	Schürmann, Verena; Bodemer, Daniel; Marquardt, Nicki
Titel	Exploring the use of regular reflections in student collaboration: a case study in higher education.
Quelle	In: Frontiers in education, (2025) 10, S. 1-16 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2504-284X
DOI	10.3389/feduc.2025.1526487
URN	urn:nbn:de:0168-ssoar-110324-9
Schlagwörter	Projektunterricht; Teamarbeit; Fallstudie; Hochschulbildung
Abstract	Introduction: With the growing emphasis in higher education on fostering collaboration and reflection, this study examines the intersection of these two concepts by exploring the use of regular reflections in student collaboration. Methods: An embedded case study approach was employed, investigating four student teams over a 15-week interdisciplinary project course at a higher education institution. Each team participated in four joint reflections, supported by Behaviorally Anchored Rating Scales (BARS). Multiple data sources, including questionnaires, interviews, and documents, were collected at both the team and individual levels. Results: The findings reveal a positive improvement in students' self-assessed collaboration in three out of the four teams over the semester. These teams also experienced an increase in psychological safety. Triangulation and the comparison of two contrasting cases provided deeper insights into these patterns. While the data indicated general satisfaction with the reflection sessions and the BARS, several challenges, influencing factors, and areas for improvement were identified. Discussion: This study offers valuable insights into the dynamics and quality of joint reflections within student teams. It provides practical recommendations for integrating reflective practices into higher education courses and highlights avenues for future research.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2026/4