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JournalISSN: 1746-9082

Reflecting education 

About: Reflecting education is an academic journal. The journal publishes majorly in the area(s): Higher education & Teacher education. Over the lifetime, 103 publications have been published receiving 755 citations.

Papers published on a yearly basis

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Journal Article
TL;DR: Examples from three domains are used to describe how concept maps can be used to organize content based on the knowledge of domain experts, creating an environment that is easy to navigate for learners.
Abstract: Concept maps, as we define them, are graphical tools for organizing and representing relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. Concepts and propositions are usually organized hierarchically, from most general, most inclusive to most specific. It is best to construct concept maps with reference to some particular question we seek to answer, which we have called a focus question. The concept map may pertain to some situation or event that we are trying to understand through the organization of knowledge in the form of a concept map, thus providing the context for the concept map. In this paper we briefly present the origins and theoretical foundations of concept maps, explain how concept maps are constructed, and then show how the integration of concept maps with technology in software such as CmapTools facilitates the implementation of concept map-based learning environments that support our New Model for Education. Last, examples from three domains are used to describe how concept maps can be used to organize content based on the knowledge of domain experts, creating an environment that is easy to navigate for learners. ORIGIN OF CONCEPT MAPS Concept maps were developed in 1972 in the course of Novak’s research program at Cornell University where he sought to follow and understand changes in children’s knowledge of science (Novak & Musonda, 1991). During the course of this study the researchers interviewed many children, and they found it difficult to identify specific changes in the children’s understanding of science concepts by examination of interview transcripts. This program was based on the learning psychology of David Ausubel (1963; 1968; Ausubel et al., 1978). The fundamental idea in Ausubel’s cognitive psychology is that learning takes place by the assimilation of new concepts and propositions into existing concept and propositional frameworks held by the learner. This knowledge structure as held by a learner is also referred to as the individual’s cognitive structure. Out of the necessity to find a better way to represent children’s conceptual understanding emerged the idea of representing children’s knowledge in the form of a concept map. Thus was born a new tool not only for use in research, but also for many other uses. Figure 1 shows a concept map that illustrates the key features of concept map.

191 citations

Journal Article
TL;DR: The ADELIE project as mentioned in this paper has been at the heart of change in e-learning design at the University of Leicester since October 2006, with a discipline-specific two-day workshop for departmental course teams called Carpe Diem.
Abstract: The ADELIE project (Advanced Design for e-Learning Institutional Embedding) has been at the heart of change in e-learning design at the University of Leicester since October 2006. This article presents the findings of research into the pedagogical change process experienced by academics as a result of ADELIE‟s interventions. ADELIE‟s key lever for change is a discipline-specific two-day workshop for departmental course teams called Carpe Diem. The workshop generates, facilitates and disseminates incremental change in technology-enhanced course design. Prior to Carpe Diem, most course teams place emphasis on the transmission of course content via the institutional virtual learning environment. As a result of the Carpe Diem intervention, focused, structured online activities become central to the course redesign process. Post-Carpe Diem designs evidence a shift towards interactive and collaborative approaches to learning. This change is having a positive impact on the experience of on-campus, blended and distance learners. This article presents the results of research into pedagogical change in approaches to e-learning through analysing the impact of Carpe Diem on participants‟ e-learning designs.

33 citations

Journal Article
TL;DR: In this article, a self-determination theory perspective on motivation assumes that students' motivation may be described in terms of perceived autonomy support from their teacher, their basic need satisfaction, self-regulation and perceived competence.
Abstract: A self-determination theory perspective on motivation assumes that students’ motivation may be described in terms of perceived autonomy support from their teacher, their basic need satisfaction, self-regulation and perceived competence. The present study investigated these aspects of motivation among 316 upper secondary school students. A path analysis showed that students' perceived autonomy support predicted their need satisfaction, which in turn predicted autonomous self- regulation, perceived competence and perceived school performance. The relation between basic need satisfaction and perceived school performance was fully mediated by autonomous self-regulation. Finally, the students' perceived autonomy support was partly accounted for at class-level, indicating that the students in the same class to some extent had similar experience of autonomy support. In conclusion, the present findings supported a motivational model in accordance with self-determination theory.

30 citations

Journal Article
TL;DR: In this paper, the authors focus on six critical issues in the area of the theory, measurement, and practical relevance of cognitive styles, and suggest that it is necessary to provide conceptual clarification by situating cognitive styles in the individual differences field, develop an overarching, contextualised individual differences model, conduct longitudinal, contextual research designs to find the origins of cognitive style, search for fundamental cognitive style dimensions, evolve from self-report questionnaires to multi-source, multi-method approaches and bridge the relevance gap by different approaches of knowledge creation and knowledge dissemination.
Abstract: The aim of this article is to build further on previous suggestions for the advancement of the style field by focusing on six critical issues in the area of the theory, measurement, and practical relevance of cognitive styles. Summarising these critical issues, it is suggested that it is necessary to (1) provide conceptual clarification by situating cognitive styles in the individual differences field, (2) develop an overarching, contextualised individual differences model, (3) conduct longitudinal, contextual research designs to find the origins of cognitive style, (4) search for fundamental cognitive style dimensions in the myriad of cognitive style models, (5) evolve from self-report questionnaires to multi-source, multi-method approaches, and (6) bridge the relevance gap by different approaches of knowledge creation and knowledge dissemination. On the basis of an overview of past and present work, an agenda for future research in the field of cognitive styles is proposed. Ideally, cognitive style research should evolve towards ‘pragmatic science’, which combines high theoretical rigour with high practical relevance.

26 citations

Journal Article
TL;DR: In this paper, two alternative research perspectives are explored: a person-oriented approach to data analysis aimed at identifying subgroups of students with similar learning profiles, and a developmental approach interested in the stability and variability of students' approaches to learning.
Abstract: Studies on student learning in higher education from a student approaches to a learning tradition have yielded valuable insights, although research remains inconclusive on how to incite a deep approach in students. To broaden our insights into student learning, two alternative research perspectives are explored: 1) a person-oriented approach to data analysis aimed at identifying subgroups of students with similar learning profiles, and 2) a developmental approach interested in the stability and variability of students’ approaches to learning. The usefulness and value of combining these perspectives is illustrated using research findings from two recent studies in a Flemish context. The first study investigated the development of learning profiles in a specific course using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), based on the model of John Biggs (2001). The second study explored the evolution in learning patterns throughout a whole teacher-education programme using Jan Vermunt’s Inventory of Learning Styles (ILS) (Vermunt, 1996). Both studies identified the existence of sub-groups of students with similar learning profiles and point towards different developmental trends for these profiles. Moreover, the second study showed that some parts of students’ learning patterns are more prone to changes than others. For educational practice, the exploration of these profiles and the monitoring of their development might prove an interesting diagnostic tool for choosing, designing and implementing adaptive instructional methods and remedial trajectories in an evidence-based way.

21 citations

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Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
20168
201410
20135
201213
20115
20107