Investigating the Impact of Formal Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

Autor/in	Roessger, Kevin M.
Titel	Investigating the Impact of Formal Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting
Quelle	(2013), (199 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Milwaukee
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-8252-3
Schlagwörter	Hochschulschrift; Dissertation; Workplace Learning; Skill Development; Reflection; Experiential Learning; Transformative Learning; Learning Theories; Training; Prediction; Educational Experiments; Error Patterns; Responses; Reaction Time; Task Analysis; Statistical Analysis; Vocational Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kompetenzentwicklung; Qualifikationsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Pädagogische Transformation; Learning theory; Lerntheorie; Ausbildung; Vorhersage; Schulversuch; Fehlertyp; Reaktionsvermögen; Aufgabenanalyse; Statistische Analyse; Berufsbildung
Abstract	In work-related, instrumental learning contexts the role of reflective activities is unclear. Kolb's (1985) experiential learning theory and Mezirow's transformative learning theory (2000) predict skill-adaptation as a possible outcome. This prediction was experimentally explored by manipulating reflective activities and assessing participants' response and error rates when an instrumentally learned skill is applied in a novel way (skill-adaptation). Participants were randomly assigned to three conditions (interference, reflection, or critical reflection) using three blocking variables: (a) gender, (b) age, and (c) reflective propensity. Participants then completed a behavioral skills training program with embedded reflective activities. Afterwards, participants were asked to complete a novel application task. ANOVAs neither revealed: differences in response or error rates between reflective activity groups, even when accounting for reflective propensity, nor a significant interaction between reflective activity and reflective propensity on response rate. A significant interaction, however, was found between reflective activity and reflective propensity on error rate. In the critical reflection condition, non-reflective learners had higher error rates than reflective learners. Four conclusions based on these findings are offered, along with implications for teaching, practice, and research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01