Improving Academic Performance: Strengthening the Relation between Theory and Practice through Prompted Reflection

Autor/inn/en	Radovic, Slaviša; Firssova, Olga; Hummel, Hans G. K.; Vermeulen, Marjan
Titel	Improving Academic Performance: Strengthening the Relation between Theory and Practice through Prompted Reflection
Quelle	In: Active Learning in Higher Education, 24 (2023) 2, S.139-154 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Radovic, Slaviša)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/14697874211014411
Schlagwörter	Academic Achievement; Educational Improvement; Theory Practice Relationship; Cues; Reflection; Experiential Learning; Learning Processes; Student Attitudes; Student Motivation; Graduate Students; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Schulleistung; Teaching improvement; Unterrichtsentwicklung; Theorie-Praxis-Beziehung; Stichwort; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Schülerverhalten; Schulische Motivation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Niederlande
Abstract	The importance of reflection during learning process is widely recognized. Drawing on the literature, this article presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualize their knowledge. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found positive relationships between prompting reflection and the academic performance. It is therefore argued that prompting reflection leads to higher levels of reflection and better performance in writing. The results also show that higher levels of reflection do not have to diminish students' motivation, perception of usefulness, interest and enjoyment during learning. Finally, the results reveal needs for encouraging more collaborative reflection during learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01