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Assessing the Perceived Assessing the Perceived Value of Reflective Practice Value of Reflective Practice
in two different modules.in two different modules.
Sue Will & Bob Smale Sue Will & Bob Smale
July 2007July 2007
Aims of the session:Aims of the session:
To report two small research projects To report two small research projects conducted in two different taught modules, in conducted in two different taught modules, in order to assess how students perceived the order to assess how students perceived the value of reflective practice, when compared value of reflective practice, when compared with other pedagogic techniques.with other pedagogic techniques.
To encourage a discussion in which To encourage a discussion in which participants question the relative value of using participants question the relative value of using various reflective practices in comparison with various reflective practices in comparison with other pedagogic techniques.other pedagogic techniques.
Warm up activityWarm up activity Working in groups of three people from different Working in groups of three people from different
academic areas, take a couple of minutes to identify academic areas, take a couple of minutes to identify three benefits of reflective practice to the student.three benefits of reflective practice to the student.
1.1.
2.2.
3.3.
Feedback from warm up-activity.Feedback from warm up-activity.
The backgroundThe background
We teach on a range of taught programmes at We teach on a range of taught programmes at Brighton Business School and use a variety of Brighton Business School and use a variety of reflective techniques with different cohorts of reflective techniques with different cohorts of students.students.
In June 2006 we attended a BMAF (Business , In June 2006 we attended a BMAF (Business , Management, Accounting & Finance Subject Management, Accounting & Finance Subject Centre of the HEA) workshop at Portsmouth Centre of the HEA) workshop at Portsmouth run by Prof George Allen on run by Prof George Allen on reflective learning reflective learning journals. journals. This both renewed and encouraged This both renewed and encouraged our interest in reflective practice.our interest in reflective practice.
The ModulesThe Modules
We identified two dissimilar programmes for We identified two dissimilar programmes for this piece of work, namely:this piece of work, namely:
Managing Organisations & People (MOP)Managing Organisations & People (MOP),, a a double module for full-time students studying double module for full-time students studying undergraduate courses in finance, accounting undergraduate courses in finance, accounting and law.and law.
Managing for Results (MfR)Managing for Results (MfR),, a single module a single module for part-time students studying for the CIPD for part-time students studying for the CIPD (Chartered Institute of Personnel & (Chartered Institute of Personnel & Development) Licentiate.Development) Licentiate.
The researchThe research
We have undertaken research with both We have undertaken research with both cohorts in which we used questionnaires to:cohorts in which we used questionnaires to:
1.1. Ask respondents to recall their learning styles, Ask respondents to recall their learning styles, which they have all previously identified using which they have all previously identified using the categories established by Honey and the categories established by Honey and Mumford (1982). Mumford (1982).
2.2. Identify which pedagogic techniques they had Identify which pedagogic techniques they had used and which they favoured.used and which they favoured.
3.3. Make a qualitative assessment of, and to Make a qualitative assessment of, and to collect qualitative comments upon, their collect qualitative comments upon, their experience of reflective practice.experience of reflective practice.
Limitations of our studiesLimitations of our studies
We had hoped to correlate learning styles and We had hoped to correlate learning styles and preferred study methods, but our samples preferred study methods, but our samples proved too small once they were broken down proved too small once they were broken down by learning style to be statistically significant.by learning style to be statistically significant.
However, in our attempts to find such However, in our attempts to find such correlations there was no clear association of correlations there was no clear association of learning style and study methods.learning style and study methods.
Both cohorts were in the first year of their Both cohorts were in the first year of their courses, most students were new to higher courses, most students were new to higher education and reflection may therefore perhaps education and reflection may therefore perhaps be a skill they have yet to develop.be a skill they have yet to develop.
What is reflection?What is reflection?
Before reporting our findings, it may be useful Before reporting our findings, it may be useful to give some theoretical background including: to give some theoretical background including:
The domains of learningThe domains of learning Distinction of hard and soft learningDistinction of hard and soft learning Doubler loop learningDoubler loop learning Levels of learning Levels of learning
The Three Domains of Learning The Three Domains of Learning an Integrated Modelan Integrated Model
KnowledgeKnowledge
EmotionsEmotions
Actions Actions
Brockbank & McGill (1998) – Facilitating Reflective Learning in Higher Education pg. 43.Brockbank & McGill (1998) – Facilitating Reflective Learning in Higher Education pg. 43.
Hard & Soft KnowledgeHard & Soft Knowledge
Hard Knowledge – CognitiveHard Knowledge – Cognitive Lectures Lectures Books / JournalsBooks / Journals Working with the ideas of othersWorking with the ideas of others
Soft Knowledge – Cognitive Soft Knowledge – Cognitive Grained by active involvementGrained by active involvement Personal experiencePersonal experience Reflection Reflection
Feelings & Emotions – AffectiveFeelings & Emotions – Affective
Double-Loop LearningDouble-Loop Learning Emergent KnowingEmergent Knowing
New Understanding New Understanding Paradigm ShiftParadigm Shift
ReflectionReflection
ExperienceExperience Generalization Generalization
Testing Testing
Brockbank & McGill (1998) – Facilitating Reflective Learning in Higher Education pg. 45Brockbank & McGill (1998) – Facilitating Reflective Learning in Higher Education pg. 45
Levels of Learning – Levels of Learning – Deep & Surface LearningDeep & Surface Learning
Noticing Noticing Making senseMaking sense Making meaningMaking meaning Working with the meaningWorking with the meaning Transformational learningTransformational learning
Moon J. (2000) Reflection in Learning & Professional Development pg. 138Moon J. (2000) Reflection in Learning & Professional Development pg. 138
Reflective methods used in Reflective methods used in our modulesour modules
MOPMOP - Reflective Learning Journals. These are - Reflective Learning Journals. These are not assessed, but rather a used as a form of not assessed, but rather a used as a form of post lecture / pre-seminar preparation (see post lecture / pre-seminar preparation (see Appendix 1).Appendix 1).
MFRMFR - Reflective Statements. Students are - Reflective Statements. Students are given themes to write about which are given themes to write about which are assessed. e.g. the practice of management.assessed. e.g. the practice of management.
Research MethodologyResearch Methodology
We used similar questionnaires with both We used similar questionnaires with both cohortscohorts
We asked a variety of quantitative questions We asked a variety of quantitative questions with some scope for qualitative comments.with some scope for qualitative comments.
The MOP questionnaire was distributed a few The MOP questionnaire was distributed a few weeks prior to the end of the module in taught weeks prior to the end of the module in taught sessions.sessions.
The MFR questionnaire was distributed at the The MFR questionnaire was distributed at the end of the module in a taught session.end of the module in a taught session.
MOP – the sampleMOP – the sample
The sample size was 52 of 120-130 enrolled.The sample size was 52 of 120-130 enrolled.
Gender:Gender: Male 42% Male 42% Female 58%Female 58%
Age: Age: 18-21: 63%18-21: 63% 21-24: 25%21-24: 25% 25+:12% 25+:12%
Origin:Origin: UK: 81%UK: 81% EU: 4%EU: 4% Other:15%Other:15%
Students reported that last year they were at:Students reported that last year they were at:
School: School: 15%15% College: 37%College: 37% Uni: Uni: 6% 6%
Work: Work: 25% 25% Gap Year: 12% Gap Year: 12% Other: 6%Other: 6%
MOP – learning stylesMOP – learning styles
Students reported that their strongest learning Students reported that their strongest learning styles were:styles were:
ActivistActivist 15%15% Reflector Reflector 39%39%
Pragmatist Pragmatist 10%10% TheoristTheorist 12%12%
Don’t know / can’t recall Don’t know / can’t recall 39%39%
Some students, correctly cited more than one Some students, correctly cited more than one learning style, giving a total of morelearning style, giving a total of more than 100%than 100%
MOP – learning methods MOP – learning methods experiencedexperienced
Students reported that they had experienced Students reported that they had experienced the following learning methods:the following learning methods:
Lectures:Lectures: 98%98%
Seminars:Seminars: 98%98%
Self directed learning / reading etc.Self directed learning / reading etc. 86%86%
Reflective Learning JournalsReflective Learning Journals 71%71%
Online or computer based learning:Online or computer based learning: 44%44%
Other methodsOther methods 10%10%
MOP – most and least effective MOP – most and least effective learning methodslearning methods
Students reported that they considered the Students reported that they considered the most and least effective methods in developing most and least effective methods in developing their learning to be:their learning to be:
MethodMethod MostMost LeastLeast
SeminarsSeminars 44%44% 2% 2%
LecturesLectures 25%25% 13%13%
Self directed learning / reading etc.Self directed learning / reading etc. 25%25% 12%12%
Reflective Learning JournalsReflective Learning Journals 0% 0% 40% 40%
Online or computer based learningOnline or computer based learning 2% 2% 25% 25%
None / no response.None / no response. 4% 4% 8% 8%
MOP – first, second & third most MOP – first, second & third most & least effective methods& least effective methodsMost Most
effectiveeffective Second Second
mostmost
Third Third mostmost
Lease Lease effectiveeffective
Second Second leastleast
Third Third leastleast
SeminarSeminar 44%44% 42%42% 10%10% 2%2% 2%2% 4%4%
LectureLecture 25%25% 27%27% 13%13% 13%13% 10%10% 1%1%
SDLSDL 25%25% 19%19% 33%33% 8%8% 4%4% 6%6%
RLJRLJ 0%0% 2%2% 13%13% 40%40% 23%23% 0%0%
On line / On line / 0%0% 6%6% 12%12% 25%25% 25%25% 4%4%
Other Other 2%2% 4%4% 15%15% 8%8% 35%35% 77%77%
None.None. 4%4% 0%0% 4%4% 4%4% 2%2% 6%6%
MOP – view of reflectionMOP – view of reflection
Students gave the following results when asked, “how Students gave the following results when asked, “how successful is reflective practice as a method of learning successful is reflective practice as a method of learning for you?”for you?”
Not successfulNot successful Very SuccessfulVery Successful
11 22 33 44 55 66
9.6%9.6% 19.2%19.2% 32.7%32.7% 30.7%30.7% 7.7%7.7% 0%0%
MOP – view of reflective learning MOP – view of reflective learning journalsjournals
Students gave the following results when asked, “how Students gave the following results when asked, “how useful have you found the reflective learning journal useful have you found the reflective learning journal provided?”provided?”
Very usefulVery useful Not very usefulNot very useful
11 22 33 44 55 66
3.8%3.8% 21.1%21.1% 15.4%15.4% 15.4%15.4% 28.8%28.8% 15.4%15.4%
MOP Qualitative CommentsMOP Qualitative Comments Responses to the question ‘What are your views of Responses to the question ‘What are your views of
reflective practice as a tool for learning?’ can be reflective practice as a tool for learning?’ can be summarised as follows:summarised as follows:
Generally useful / helpfulGenerally useful / helpful 50%50%
Not generally useful / waste of timeNot generally useful / waste of time 25%25%
Mentioned exam revision and or memory Mentioned exam revision and or memory 23%23%
Other commentOther comment 4% 4%
No commentNo comment 29%29%
This would suggest a more positive attitude to This would suggest a more positive attitude to reflection, than was apparent when MOP students reflection, than was apparent when MOP students scored reflection against other methods.scored reflection against other methods.
MfR– learning stylesMfR– learning styles
Students reported that their strongest learning Students reported that their strongest learning styles were:styles were:
ActivistActivist 16%16% Reflector Reflector 42%42%
Pragmatist Pragmatist 21%21% TheoristTheorist 0% 0%
Don’t know / can’t recall Don’t know / can’t recall 21%21%
MfR– learning methods MfR– learning methods experiencedexperienced
Students reported that they had experienced Students reported that they had experienced the following learning methods:the following learning methods:
Lectures:Lectures: 100% 100%
Seminars:Seminars: 95%95%
Self directed learning / reading etc.Self directed learning / reading etc. 86%86%
Reflective practiceReflective practice 89%89%
Online or computer based learning:Online or computer based learning: 79%79%
MfR– learning methods favouredMfR– learning methods favoured
Students reported that they considered Students reported that they considered the most and least effective methods in the most and least effective methods in developing their learning to be:developing their learning to be:
MethodMethod MostMost LeastLeastLecturesLectures 37%37% 15%15%
SeminarsSeminars 47%47% 5% 5%
Self directed learning / reading etc.Self directed learning / reading etc. 42%42% 10%10%
Reflective Learning JournalsReflective Learning Journals 10%10% 15%15%
Online or computer based learningOnline or computer based learning 5% 5% 42%42%
MfR – view of reflective MfR – view of reflective practicepractice
Students gave the following results when asked, “how Students gave the following results when asked, “how successful is reflective practice as a method of learning successful is reflective practice as a method of learning for you?”for you?”
Not successfulNot successful Very SuccessfulVery Successful
11 22 33 44 55 66
0%0% 25%25% 44%44% 25%25% 6%6% 0%0%
MfR – view of producing MfR – view of producing reflective statements reflective statements
Students gave the following results when asked, “how Students gave the following results when asked, “how easy or difficult they found it to produce reflective easy or difficult they found it to produce reflective statements for assessment purposes”statements for assessment purposes”
Very easy Very easy Very difficultVery difficult
11 22 33 44 55 66
0%0% 12%12% 23%23% 35%35% 18%18% 12%12%
MfR Qualitative CommentsMfR Qualitative Comments Responses to the question ‘What are your views of Responses to the question ‘What are your views of
reflective practice as a tool for learning?’ can be reflective practice as a tool for learning?’ can be summarised as follows:summarised as follows:
Generally useful / helpfulGenerally useful / helpful 24% 24%
Not generally helpful / difficult Not generally helpful / difficult 36% 36%
Other commentOther comment 20% 20%
No commentNo comment 20% 20%
This might suggest a slightly more positive attitude to This might suggest a slightly more positive attitude to using reflection, than was shown when MfR students using reflection, than was shown when MfR students scored reflection against other methods of learning.scored reflection against other methods of learning.
MfR Qualitative - MfR Qualitative - Sample of Sample of CommentsComments
It can be interesting to look back but can feel rather It can be interesting to look back but can feel rather contrived.contrived.
Sometimes it has provided real clarity. Sometimes it has provided real clarity. Reflection best done in your head and spontaneously Reflection best done in your head and spontaneously
rather than being forced. rather than being forced. I find it extremely difficult to write reflectively and am I find it extremely difficult to write reflectively and am
not sure of the benefits.not sure of the benefits. Looking back on incidents and analysing my Looking back on incidents and analysing my
behaviour is a good learning tool. behaviour is a good learning tool. Probably more value to people who have spent more Probably more value to people who have spent more
years in the workplace.years in the workplace.
ConclusionsConclusions That many of our students do not like reflective That many of our students do not like reflective
practice and that some find it difficult to do.practice and that some find it difficult to do. In MOP, reflective practice was perceived as a In MOP, reflective practice was perceived as a
valuable revision technique by many students.valuable revision technique by many students. In MfR, where students are assessed directly In MfR, where students are assessed directly
upon their reflective work, this might perhaps upon their reflective work, this might perhaps create a further set of problems and perhaps a create a further set of problems and perhaps a barrier to this value.barrier to this value.
However, we consider that although many However, we consider that although many students dislike reflective practice it might still students dislike reflective practice it might still be seen as a valuable developmental tool.be seen as a valuable developmental tool.
Discussion pointsDiscussion points
Do we perhaps overate the value of reflective Do we perhaps overate the value of reflective practice to our students?practice to our students?
What is the value of reflective practice, if some What is the value of reflective practice, if some students are reluctant / don’t want to engage students are reluctant / don’t want to engage with it?with it?
What might be done to make reflective practice What might be done to make reflective practice more relevant / effective for more students.more relevant / effective for more students.
Post session work & further Post session work & further contact.contact.
Post session workPost session work:: Try completing the attached reflective learning Try completing the attached reflective learning
journal.journal. Email us and let us know how it went or if you Email us and let us know how it went or if you
have any suggestions for improvements if you have any suggestions for improvements if you want.want.
Further contactFurther contact:: Bob SmaleBob Smale [email protected]@brighton.ac.uk Sue WillSue Will [email protected]@brighton.ac.uk
Bibliography.Bibliography.
Brockbank, A. & McGill, I. (1998), Brockbank, A. & McGill, I. (1998), Facilitating Facilitating Reflective Learning in Higher Education, Reflective Learning in Higher Education, Society for Research into Higher Education.Society for Research into Higher Education.
Honey, P. & Munford, A. (1982), Honey, P. & Munford, A. (1982), Manual of Manual of Learning StylesLearning Styles, 3rd Ed, Maidenhead. , 3rd Ed, Maidenhead.
Moon, J. (2000) Moon, J. (2000) Reflection in Learning & Reflection in Learning & Professional Development, Professional Development, Kogan Page.Kogan Page.
