ERIC Number: EJ1382132
Record Type: Journal
Publication Date: 2023-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1469-7874
EISSN: EISSN-1741-2625
Improving Academic Performance: Strengthening the Relation between Theory and Practice through Prompted Reflection
Radovic, Slaviša; Firssova, Olga; Hummel, Hans G. K.; Vermeulen, Marjan
Active Learning in Higher Education, v24 n2 p139-154 Jul 2023
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.
Descriptors: Academic Achievement, Educational Improvement, Theory Practice Relationship, Cues, Reflection, Experiential Learning, Learning Processes, Student Attitudes, Student Motivation, Graduate Students, Foreign Countries
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A