June 20, 2010
June 20, 2010
June 23, 2010
15.1149.1 - 15.1149.18
Supporting Student Learning, Attitude, and Retention Through Critical Class Reflections Abstract
Students may have preformed ideas about learning and the role of the student and the instructor in the classroom. These types of misconceptions may impede student learning just as topical misconceptions do. In this research, we redefine the role of student and instructor, as well as how students can reflect on their progress in learning. They are informed of the need for their shifting of self image from dependent passive learner in the classroom to an independent, well-spoken, reflective learner. In doing so, learning, attitude, and student retention can be improved. Overall, daily reflections provide formative feedback to the instructor and allow reflection on teaching and pedagogy. Students can self regulate, or monitor their learning. Students can reflect on their role in class see they are active participants in their learning. We report here on the research question of, “How can we use class reflections to support student learning, attitude, and retention?” Assessment of the Class Reflection Points through emergent themes coding indicates that responses to the Most Interesting Point show students' quite active engagement in content, activities, and team member interactions. The Muddiest Point shows confusion, uncertainty, or lack of self efficacy on sometimes a narrow content slice, sometimes scattered concepts of confusion, and sometimes no muddiest point at all. The instructor is frequently surprised that his perception of his clarity of content concept and presentation that do not always align with student comments. Analysis of the Take Away Point indicates responses are strongly content focused and need to be broadened to better reflect self awareness of as value of class to their own learning, future impact of knowledge and skills, communication effectiveness, and other important affective skills. It was found that by utilizing the Classroom Reflection Points, students learning was supported, students felt their learning was supported, student attitude was raised, and percentage of student retention increased. Details of student comments, analysis and conclusions will be described and presented in the paper.
Class reflection points are not frequently used in engineering courses. Documenting reflective thoughts are more often recorded in diaries or journals for liberal arts and science courses. The reflections are normally about a specific topic and are simply assignments. However, these critical class reflection points are designed to provide formative feedback for the instructor allowing adjustments in teaching and pedagogy to be made specifically for a class. Using critical class reflection points can also help the student to understand their role as students, create a more positive learning attitude and increase retention of students. Self-efficacy of students can increase because the class is designed so that the new information is being based on their prior knowledge which they should already feel confident with and motivate them to learn. The critical class reflections provide a clear easy way to track the attitudes, understanding, and learning methods of the students in the class.
The goal of this research is aimed at answering the question, "How can we use class reflections to support student learning, attitude, and retention?" We purpose that by asking students questions after each class period about what interests them, what they find confusing, as well as
Kelly, J., & Graham, A., & Eller, A., & Baker, D., & Tasooji, A., & Krause, S. (2010, June), Supporting Student Learning, Attitude And Retention Through Critical Class Reflections Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16351
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