Literaturnachweis - Detailanzeige
| Autor/inn/en | Ash, Sarah L.; Clayton, Patti H. |
|---|---|
| Titel | Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning |
| Quelle | In: Journal of Applied Learning in Higher Education, 1 (2009), S.25-48 (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2150-8240 |
| Schlagwörter | Experiential Learning; Critical Thinking; Reflection; Instructional Design; Student Educational Objectives; Student Evaluation; Formative Evaluation; Summative Evaluation; Teaching Methods; Models; Taxonomy |
| Abstract | Applied learning pedagogies--including service-learning, internships/practica, study abroad, and undergraduate research--have in common both the potential for significant student learning and the challenges of facilitating and assessing that learning, often in non-traditional ways that involve experiential strategies outside the classroom as well as individualized outcomes. Critical reflection oriented toward well-articulated learning outcomes is key to generating, deepening, and documenting student learning in applied learning. This article will consider the meaning of critical reflection and principles of good practice for designing it effectively and will present a research-grounded, flexible model for integrating critical reflection and assessment. (As Provided). |
| Anmerkungen | Missouri Western State University. 4525 Downs Drive, Saint Joseph, Missouri 64507. Tel: 816-261-5993; e-mail: appliedlearning@missouriwestern.edu; Web site: https://www.missouriwestern.edu/appliedlearning/journal |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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