Salvato in:
| Autore principale: | |
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| Natura: | Recurso digital |
| Lingua: | inglese |
| Pubblicazione: |
Zenodo
2021
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| Soggetti: | |
| Accesso online: | https://doi.org/10.5281/zenodo.14647114 |
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Sommario:
- This study focused on fostering the quality reflection displayed in semester self-evaluation reports (SERs) of First-year Honours Students in a Bachelor engineering program Technology, Liberal Arts and Science (ATLAS) of the University of Twente in the Netherlands. The underlying problem that inspired this study was that the quality of reflection was considered too low. In addition, there was unclarity in the program on to what was expected of students with respect to reflection. Twenty-nine participants, not previously exposed to academic training on reflection before, received a Reflection Guide on how to write written reflections in their SERs. Two online lectorials (interactive lectures) were provided to elaborate on the content of the guide and to address any questions of the students. Quality of reflection in the SERs was assessed using a standardized rubric and quality scores in the intervention group were compared with scores of the student cohort of the previous academic year (n = 33). Results showed that the intervention group reflected significantly on a higher level than the comparison group.