Reflection, A Meta-Model for Learning, and a Proposal To Improve the Quality of University Teaching = Reflexion, el meta-modelo del aprendizaje, y la propuesta del mejoramiento de la calidad de la docencia.

Autor/in	Montgomery, Joel R.
Titel	Reflection, A Meta-Model for Learning, and a Proposal To Improve the Quality of University Teaching = Reflexion, el meta-modelo del aprendizaje, y la propuesta del mejoramiento de la calidad de la docencia.
Quelle	(1993), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; College Instruction; Critical Thinking; Educational Quality; Feedback; Higher Education; Instructional Improvement; Learning Processes; Learning Strategies; Lifelong Learning; Metacognition; Models; Thinking Skills + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Hochschullehre; Kritisches Denken; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Life-long learning; Lebenslanges Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Analogiemodell; Denkfähigkeit
Abstract	This paper, in both English and Spanish, offers a meta-model of the learning process which focuses on the importance of the reflective learning process in enhancing the quality of learning in higher education. This form of innovative learning is offered as a means of helping learners to realize the relevance of what they are learning to their life experiences. The paper suggests that faculty need to realize the importance of learners being deeply involved in their own learning in order to enhance the learning experience and its impact. Supportive discussions involve a review of the entire learning process through each of six components or perspectives of life experience. These are development, time, culture, trust, human need, and the life-world frame of reference. Five reflective learning steps (experience/experiment, observe, reflect/analyze, evaluate relevance, and plan to apply) are explained for each of two levels. In the first, the learner uses the steps to discover new choices, and in the second the learner experiences the freedom of going beyond pre-existing limits. It is argued that the reflective learning strategy, as described by the meta-model, is easy to acquire because it is a natural process; and if one focuses on this process, with supporting guidance and feedback, one can learn to be more effective in moving through it. Contains 37 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC