Reflection in Higher Education: A Concept Analysis

By R. Rogers. 2001

552 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8c161de08799f4419ee871ee4859289d104f7cd1

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Improving reflective writing in higher education: a social semiotic perspective (2011, background): “Thus far, there is a lack of clarity in the terminology and definition of reflection, its antecedent conditions, its processes, teaching strategies and outcomes (see Moon 2006; Procee 2006; Rogers 2001; Russell 2005).”
Getting Started With Debriefing for Meaningful Learning (2015, background): “Reflection has been well established as an antecedent to meaningful learning (Mezirow, 2000, Rogers, 2001).”
Mapping mentor teachers' roles in mentoring dialogues (2008, background): “Quite some confusion exists about the meaning of the word “reflection” (Rogers, 2001).”
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance (2012, background): “A plan or decision to act is made up through cognitive activities (Rogers, 2001).”
The Articulated Learning: An Approach to Guided Reflection and Assessment (2004, background): “In a review of the reflection models that have been described over the years, Rogers (2001) found the most common definition of reflection as a process that allows the learner to “integrate the understanding gained into one’s experience in order to enable better choices or actions in the future as”
Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars (2013, background): “Tan and Prosser (2004) have examined academics conceptions of grade descriptors; a parallel study of students’ conceptions of grade descriptors, marking criteria and exemplars is indicated (as suggested in our future research section), in order to explore whether and how students’ conceptions affect”
Theorising a model for teaching and assessing reflective learning in higher education (2013, background): “The value of reflective learning is widely accepted in educational circles as a means of improving students’ lifelong learning and professional practice in higher education (Rogers, 2001).”
A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking (2011, background): “Therefore, developing students’ capacity to engage in reflective practices has been recognised as an essential goal for learning and transformation in higher education and for preparing students effectively for their professional contexts (Boud, Keogh, and Walker 1985; Kember et al. 1999; Rogers 200”
An Exploratory Study of the Supervision of Ph.D./Research Students’ Theses (2008, background): “Rogers (2001 ) r eported that the most common definition of reflection is one that allows individuals to “integrate the understanding gained into one’s experience in order to enable better choices or action in the future as well as enhance one’s overall effectiveness” (p. 41).”
A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning (2019, unknown): “…concepts that have been analyzed through this method include “disciplines” (Neumann, Parry, & Bescher, 2002), “null curriculum” (Flinders, Noddings, & Thornton, 1986), “critical thinking,” (Ennis, 1991), “reflection” (Rogers, 2001), and “teaching” (Green, 1971; Komisar; 1968; Smith, 1960).”
Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning (2009, background): “to ―integrate the understanding gained into one‘s experience in order to enable better choices or actions in the future as well as enhance one‘s overall effectiveness‖ Rogers, R. (2001). Reflection in higher education: A concept analysis.”
Toward Understanding Meta-Competence: An Analysis of Students' Reflection on their Simulated Interviews (2013, background): “Preparing students for reflective practice has been widely adopted in nursing (Rolfe, 2001; Johns, 2005) and teacher education (Rogers, 2001).”