Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning
By S. Ash. Journal of applied learning in higher education, 2009
548 citations recorded by the source corpus.
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.
Subfields: Education, Management of Technology and Innovation
View Paper: https://www.semanticscholar.org/paper/ab488d483b97a5323073efef70df1b42a59e74ee
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In Education
Citations in the corpus
- Differentiating and Assessing Relationships in Service-Learning and Civic Engagement: Exploitative, Transactional, or Transformational. (2010, background): “S in SOFAR), there is often the intention that service-learning experiences will enhance the students’ understanding of academic material and result in civic learning and personal growth (Ash & Clayton, 2009; Ash, Clayton, & Atkinson, 2005).”