Reflection: Effective Learning Strategy

Reflection: Effective Learning Strategy

By: Vera Ndrecaj  BA(Hons). MBA.
verandrecaj@yahoo.co.uk

Reflection as a learning process was first described by Dewey (1933) as an 'active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends' (Dewey 1933: Smith 1999).  Reflection that could be interpreted as a process (Dewy, 1933) describes five types of thoughts.

 Based upon experience:

·               Soar to possible solutions

·               Intellectualization of problematic experience into problem to be solved

·               Use of hypotheses to guide further observation and information gathering

·               Amplification of ideas in to a reasoned supposition

·               Experimentation and testing of hypotheses

Johns (2000:34) states ‘reflection’ as a “window through which the practitioner can view and focus self within the context of her/his own experience in ways that enable her/him to confront, understand and work towards, resolving the contradictions within practice, what is desirable and the actual practice”.  Fish & Twinn, (1997) have described reflection as a systematic, critical and creative thinking about action with intension of understanding its roots and processes. Spalding (1998), Bould (2001) have argued the view by defining reflection as a process of learning from experience. Although, Tickle (1994:12) defined reflection is ‘Thoughtful deliberation’.

However, Honold (2006) highlighted the importance of reflective note process as a useful technique, which adds value to learning facilitator, leaders, and individuals interested in finding new learning process.  Reid (1994) considered reflection as a circular process where thoughts affect actions that could affects the situation we are dealing with. Therefore, the reflective process allows the reflector to observe their behavioural reaction to a particular situation.

Alternatively, Dewey (1933;9) has defined reflective thoughts as, “Active, persistent and careful consideration  of any believes or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it leads...it includes a conscious and voluntary efforts to establish belief upon firm bases and rationality”. Dewey (1933) explained that reflection involves integration of attitudes and skills in methods of inquiry. Nevertheless, Zeitchner (1982) cited by Boud et al., (1985) has highlighted that neither attitudes nor skills alone will suffice to self develop.         

Boud et al (1985) described reflection as an active process of exploration and discovery, which often leads to unexpected outcomes. In contrast Duley (1981; 611) argues  that ‘reflection’ is the skilful experiential learning process where people tend to be most deficient. Many academics have suggested that reflection is a good thing because it is an effective practice in meaningful and practical way; it is a process of self-development which helps to achieve goals and achieve the desired objectives, and improve on one’s skills to become an expert in their chosen field of interest.

However, Boud et al. (1985) have convinced that it is important to draw upon learners’ prior experience, in order to provide opportunities for them to be engaged actively in what they are learning. The various advocates of reflection also argued that experience alone is not the key of learning and reflection is not the single faceted concept, but it is rather a generic term which acts as a shorthand description for the number of important ideals and activities. Walker et al., (1985) stipulates that reflection is an important human activity in which people recapture their experience, think about it and mull it over. Taylor (1981) mentioned this reflection is a stage in the learning process which occurs after substantial other activity taken place.    

Moon (1999) has explained this, reflective practice as an important strategy for humans embracing lifelong learning within a social context. Platzer et al., (1997) have highlighted the importance of using and understanding frameworks as a structural process to guide the act of reflection. The most important aspect of reflective writing should be to demonstrate a perspective conceptual change, to challenge theories and make sense of the knowledge, which will help one view a particular the situation differently. This different way of viewing a situation is reflected in the level of commitment in making ‘the action’ (changes) itself as concurred by Atkins & Murphy (1994), pointed in his papers that ‘the action’ is the final stage of the self development reflective process.

There are several models to engage us with reflective writing. The most well known framework are Kolb’s (1984) experiential learning cycle, which leads to transfer of learning considering 1) concrete experience, 2) reflective observation, 3) abstract conceptualisation, and 4) Planning future action. Johns (1994) model for structured reflection, which is a essential of structuring a ‘community of practice’ involving following actions, which support each other; 1) description, 2) reflection, 3) influencing factors, 4) alternative strategies, and 5) learning.  Rolfe et al., (2001) framework for reflexive practices analysing the situation by asking the following questions; what happened up until now? So what, Now what? (Action plan). Gibbs (1988) reflective cycle, is another useful framework to describe the situation, analysis of feelings, evaluation of experience, analysis to make sense of situation, and conclusions where other option are considered and reflected upon the experience to examine what you would do different if you have another chance to do it again. 

In addition, SWOT framework is a useful technique of self-analysis; it helps to identify strength, weakness, opportunities and threats. The model enables us to reflect on the current situation and draw a development or action plan.  Honey & Mumford questionnaire is a well-known technique of effective learning. 

References 

Atkins, S & Murphy, K. (1994) Reflective Practice; Nursing Standard. Vol. 8. No. 39. pp 49-56.

Bound et al., (1985), Reflection: Turning Experience in to Learning, Kogan Page.

Dewey, J. (1933) How We Think. New Yourk: D.C. Heath. USA. 

Fish & Twinn (1997), Quality Clinical Supervision in the Health Care Professions: Principled Approaches to Practice, Butterworth Heinemann, Oxford.

Gibbs.  G, (1988),  Learning by Doing; A guide to teaching and learning methods, Further Education Unit, Oxford Brookes University, Oxford. 

Honold. L, (2006), ‘Reflective Notes: a tool for individual and team learning, Vol. 20, No. 1, pp. 20-22. Available from:  http// www.emarldinsight.com/10.1108/14777280610637100, [accessed, 14/06/2012] 

Reid, (1994), Reflective Practice, Available from: http://www.devon.gov.uk/reflectivepractice.pdf. [Accessed, 13/ 06/2012].

Smith, M.K. (1999) Reflection. Encyclopedia of Informal Education. 

Spalding.N.J, (1998). Reflection in Professional Development: A Personal Experience of Therapy and Rehabilitation, Vol. 5, No. 7. 

Moon. J. A, (1999a). Learning through reflection: Guide for busy academics 4. The high education academy. Learning Journals, Kogan Page. 

Johns. C & Graham. J, (1996), Using a Reflective Model of Nursing and Guided Reflection; Nursing Standard, Vol. 11, No.  2, pp. 34-38. 

Kolb. D, (1984), Experiential learning; experience as a source of learning & developing, Englewood Cliffs, NJ Prentice Hall.