Keywords of written reflection - a comparison between reflective and descriptive datasets

This study investigates reflection keywords by contrasting two datasets, one of reflective sentences and another of descriptive sentences. The log-likelihood statistic reveals several reflection keywords that are discussed in the context of a model for reflective writing. These keywords are seen as a useful building block for tools that can automatically analyse reflection in texts

Implementing AcaWriter as a Novel Strategy to Support Pharmacy Students’ Reflective Practice in Scientific Research

Objective. To explore pharmacy students’ perceptions of a novel web application tool (AcaWriter) implemented in a Master of Pharmacy curriculum to support reflective thinking in scientific research. Methods. A qualitative research design involving a 50-minute focus group (n=12) was used. The focus group session was audio-taped, transcribed verbatim, and analyzed thematically using the Braun and Clarke framework. Results. Analysis generated four themes related to AcaWriter’s utility in enhancing students’ research thinking and capacity. The themes identified included: ease of use to prompt reflection, tangible tool with non-judgmental capacity; benefits for enhancing self and peer reflection on research techniques and group dynamics; benefits of the reflective writing process to enhance research capacity compared with engaging in reflective dialogue; and benefits beyond the writing process: cultivating self-improvement and self-confidence. Conclusion. The findings of this study show that a novel web application implemented within a pharmacy curriculum can assist students’ self and peer reflection on a research task. Further research is needed to explore the impact of using this tool and its relationship with academic performance and outcomes

Framing Professional Learning Analytics as Reframing Oneself

Central to imagining the future of technology-enhanced professional learning is the question of how data are gathered, analyzed, and fed back to stakeholders. The field of learning analytics (LA) has emerged over the last decade at the intersection of data science, learning sciences, human-centered and instructional design, and organizational change, and so could in principle inform how data can be gathered and analyzed in ways that support professional learning. However, in contrast to formal education where most research in LA has been conducted, much work-integrated learning is experiential, social, situated, and practice-bound. Supporting such learning exposes a significant weakness in LA research, and to make sense of this gap, this article proposes an adaptation of the Knowledge-Agency Window framework. It draws attention to how different forms of professional learning locate on the dimensions of learner agency and knowledge creation. Specifically, we argue that the concept of “reframing oneself” holds particular relevance for informal, work-integrated learning. To illustrate how this insight translates into LA design for professionals, three examples are provided: first, analyzing personal and team skills profiles (skills analytics); second, making sense of challenging workplace experiences (reflective writing analytics); and third, reflecting on orientation to learning (dispositional analytics). We foreground professional agency as a key requirement for such techniques to be used effectively and ethically

Evaluating an Automated Analysis using Machine Learning and Natural Language Processing Approaches to Classify Computer Science Students' Reflective Writing

Reflection writing is a common practice in higher education. However, manual analysis of written reflections is time-consuming. This study presents an automated analysis of reflective writing to analyze reflective writing in CS education based on conceptual Reflective Writing Framework (RWF) and application of natural language processing and machine learning algorithm. This paper investigates two groups of features extraction (n-grams and PoS n-grams) and random forest (RF) algorithm that utilize such features to detect the presence or absence of the seven indicators (description of an experience, understandings, feelings, reasoning, perspective, new learning, and future action). The automated analysis of reflective writing is evaluated based on 74 CS student essays (1113 sentences) that are from the final year project reports in CS’s students. Results showed the seven indicators can be reliably distinguished by their features and these indicators can be used in an automated reflective writing analysis for determining the level of students’ reflective writing. Finally, we consider the implications of how the conceptualization of refection quality and providing individualized learning support to students in order to help them develop reflective skills

Automated detection of reflection in texts. A machine learning based approach

Promoting reflective thinking is an important educational goal. A common educational practice is to provide opportunities for learners to express their reflective thoughts in writing. The analysis of such text with regard to reflection is mainly a manual task that employs the principles of content analysis. Considering the amount of text produced by online learning systems, tools that automatically analyse text with regard to reflection would greatly benefit research and practice. Previous research has explored the potential of dictionary-based approaches that automatically map keywords to categories associated with reflection. Other automated methods use manually constructed rules to gauge insight from text. Machine learning has shown potential for classifying text with regard to reflection-related constructs. However, not much is known of whether machine learning can be used to reliably analyse text with regard to the categories of reflective writing models. This thesis investigates the reliability of machine learning algorithms to detect reflective thinking in text. In particular, it studies whether text segments from student writings can be analysed automatically to detect the presence (or absence) of reflective writing model categories. A synthesis of the models of reflective writing is performed to determine the categories frequently used to analyse reflective writing. For each of these categories, several machine learning algorithms are evaluated with regard to their ability to reliably detect reflective writing categories. The evaluation finds that many of the categories can be predicted reliably. The automated method, however, does not achieve the same level of reliability as humans do

Use of Concept Mapping Within a Functional Neuroanatomy Course to Promote Critical Thinking Skills in Occupational Therapy Students

Background: Critical thinking involves examining and reflecting on one’s own biases, assumptions, and thinking processes. Within occupational therapy (OT), critical thinking skills are foundational skills to support effective clinical reasoning and decision making; however, there is limited evidence on how these skills can be developed and applied within OT education to support positive student outcomes. Purpose: The purpose of this research project was to explore the use of explicit instruction on critical thinking paired with concept mapping as teaching methods to support entry-level OT student mastery of content knowledge related to functional neuroanatomy. This study aimed to answer the following research questions: What is the effect of concept mapping and explicit teaching of critical thinking concepts compared to a traditional classroom lecture on students’ knowledge of neurological conditions? What are the perceptions of entry-level OT students on the use of concept mapping for learning about neurological conditions? Theoretical Framework: This project was developed using the constructivism and cognitivism learning theories along with the Fink’s taxonomy of significant learning, which emphasize the importance of active, learner-centered teaching methods. Methods: This study used a quasi-experimental design with a retrospective pre-post assessment after each intervention (lecture and concept mapping). The same group of participants was used for each condition, which included a convenience sample of first-year Doctor of Occupational Therapy (OTD) graduate students enrolled in the course Functional Neuroanatomy at a university in the midwestern United States. Additional outcome measures included a survey of student perceptions on the use of concept mapping and assessment of student concept maps using a scoring rubric. Results: Student self-assessment using a retrospective pretest-posttest indicated significant gains in knowledge following both the concept mapping activity and traditional lecture. Students reported a strong affective acceptance of concept mapping and found concept mapping easy to use. Conclusions: The results of this study indicate that concept mapping is an effective instruction method for promoting mastery of content knowledge, making connections between different content areas, and visualizing the big picture. Given these findings, occupational therapy educators should consider incorporating concept mapping and critical thinking instruction into their courses and curriculum as a form of active, student-centered learning

Post-secondary career technical education instructional practices

Although the current public education system\u27s vision of college and career readiness is creating a substantial space for career technical education (CTE) in schools, little has been done regarding researching the current state of career educational education and adult learners. As colleges become further impacted by fiscal constraints, adding additional years for the completion of any post-secondary degree, a need exists to reassess the state\u27s adult school CTE programs as an essential partner in post-secondary education. This study aimed to elucidate instructional best practices of CTE instructors within a public school setting as a foundation for further research in this area. Limited extant research is available on instructional practices of post-secondary CTE instructors. Therefore, a variety of data was collected by the principal and assistant researcher. Using two observational tools, fifteen post-secondary CTE instructors were observed twice during instruction. Following the observations, participants were interviewed to obtain an accurate narrative of the observations and their instructional practices. All potential instructors agreed to participate, sharing a collective enthusiasm for the acknowledgment of their contribution of post-secondary education. Because the research was exploratory in its design, research questions were developed to create a baseline for future research in instructional practices of post-secondary CTE instructors. Coding and statistical analysis were performed for all data sources, with a triangulation of data conducted for one of the observational tools with strong trends reported. The principal theme comprises the classroom\u27s orientation for learning. The most frequently observed instructional behavior from the observational checklist was from the classroom environment category. Observational notes aligned to Malcolm Knolwles\u27s Adult Learning Theory showed the strongest principle of Orientation to Learn during observations. Finally, all participants shared in their interviews their best instructional practices, which involved hands-on modeling and learning in an environment modeled after current industry standards/ Recommendations derived from the study\u27s findings include maintaining collaboration with local educational agencies for funding of equipment and facilities, further research into Adult Learning Theory regarding post-secondary CTE and providing continuous professional development for instructors in both andragogy and their professional industry to maintain relevance

Decision-making, tacit knowledge, and motivation in semi-professional practice: Humanizing the environment through anthropomorphism in clinical laboratory science

The clinical laboratory science field requires an abundance of technical knowledge; however, the importance of implicit or tacit knowledge gained through observation and practice is often discounted in this field, even though it is a critical part of reflective thinking, critical thinking, and reflective practice. The “de-skilling” of laboratory practitioners may be a result of limited training opportunities in an overtaxed system. A deeper analysis of the decision-making skills by interviewing practicing medical laboratory scientists in this study may illuminate, for practitioners and the public sector, the complexity of the profession. This study adds to the body of knowledge in clinical laboratory science by specifically observing practitioners for behaviors that reflect the use of specialized technical knowledge in decision-making in the context of the laboratory. In addition, this research provides insight for medicine, nursing, and other allied healthcare disciplines to enhance their processes in the context of clinical training. The study used interview and observation techniques in a phenomenological approach to understand decision-making. A purposeful sample of five medical laboratory science practitioners was obtained. They have an average of 20 years’ experience and varying levels of technical and administrative experience and responsibilities in their current positions. The research question was as follows: How do medical laboratory scientists go about making decisions when confronted with problematic or unique situations in the clinical laboratory? Major findings included balancing the work environment, which contains routine and high-stakes decisions through strategies such as anthropomorphism. The use of anthropomorphism provides a new lens to look at the tension between decision-making as art (as opposed to “science”) for many different “semi-professional” fields. The results provided support that trainers and faculty should allow “gut intuition” to be a legitimate choice for trainees and students. Providing more time in practice for “pause” or reflection, and asking students to listen to their inner voice during problem-solving and express that explicitly in the moment, would build on reflective practice and the motivation to perform during stressful and routine situations