Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning

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 exper...

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Bibliographic Details
Published inJournal of applied learning in higher education Vol. 1; pp. 25 - 48
Main Authors Ash, Sarah L, Clayton, Patti H
Format Journal Article
LanguageEnglish
Published Missouri Western State University 2009
Subjects
Critical Thinking
Experiential Learning
Formative Evaluation
Instructional Design
Reflection
Student Educational Objectives
Student Evaluation
Summative Evaluation
Taxonomy
Teaching Methods
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Summary: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.
ISSN:2150-8240
DOI:10.57186/jalhe_2009_v1a2p25-48