What Do Master's Students' Structured Reflections Say about the Learning Processes Involved in Commencing a Research Project?

Autor/inn/en	Warner, Richard; Picard, Michelle
Titel	What Do Master's Students' Structured Reflections Say about the Learning Processes Involved in Commencing a Research Project?
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 1, Artikel 7 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Graduate Students; Student Attitudes; Masters Programs; Reflection; Learning Processes; Research Projects; Student Research; Electronic Journals; Student Journals; Interdisciplinary Approach; Australia + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Magister course; Magisterstudiengang; Learning process; Lernprozess; Forschungsvorhaben; Studentenforschung; E-Journal; Studentenzeitung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Australien
Abstract	This study aims to unpack the reflective learning processes involved in developing a Masters' research project proposal as part of a multidisciplinary Research Design course. Using inductive analysis, we explored students' reflective blogs written over a period of a semester and defined the reflections according to an adaptation of Hatton and Smith's (1995) framework. Our findings are that the nature of each individual blog topic affected the quality and level of reflection, which in turn is affected by the 'learning ecology' (Harvey, Coulson, & McMaugh, 2016 p. 12). More highly scaffolded blogs showed greater evidence of reflective practice. Likewise the nature of the practice (starting research) influenced reflection, since many processes are internal rather than requiring explicit practice to reflect on. In addition, as nascent practitioner researchers, the students are also involved in reflexivity rather than reflection and therefore some topics encouraged this form of reflection more than others did. This study is significant in that it explores reflection in research and practitioner contexts, focuses on early career researchers/practitioners and brings a multidisciplinary perspective. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01