thesis review.pptx thesis reviews of 3 thesis
- 2. Reflective learning • Transform experiences into actionable knowledge. • Reflective learning is a way of allowing students to develop critical thinking and improve analyzing skills by experience practi ce Ref lect ion
- 4. About thesis • Title: "Thriving through Reflecting: Current Perspective on Teacher Professional Development Research in the Asian Context" • Author : Krismalita Sekar Diasti • University: Sanata Dharma University, Yogyakarta • Year: 2020 • Method : Qualitative ( document analysis)
- 5. Introduction •This study investigates how reflective practice supports the professional development of English teachers in Asia. • It emphasizes reflection as a means to enhance teaching quality, address classroom challenges, and foster lifelong professional growth. •The study’s relevance lies in its focus on the Asian context, addressing unique cultural and pedagogical nuances.
- 6. Objectives •The study aims to: 1.Elaborate the benefits of reflective practice in teaching. 2.Explore the integration of reflective practices in teacher higher education. 3.Highlight collaborative reflective practices. 4.Examine the role of technology in reflective practice.
- 7. Methodology •The researchers employed a qualitative document analysis method. They selected journal articles based on two criteria: 1.Focus on reflective practices within Asian contexts. 2.Inclusion of English teachers (both pre-service and in-service) as participants.
- 8. Main themes The data were categorized into four themes: Advantages of reflective practice. Integration in higher education. Collaborative reflective practices. Technology in reflective practices.
- 9. Findings Advantages of Reflective Practice • Integration in Teacher Higher Education • Collaborative Reflective Practices • Role of Technology in Reflective Practices
- 10. Conclusions Reflective practice is pivotal for teacher professional development. However, barriers like insufficient training and heavy workloads limit its potential. Teachers often reflect informally, but formal training can enhance the depth and utility of their reflections. Collaborative and technological approaches can enrich reflective practices, ensuring they are impactful and sustainable.
- 13. strengths Comprehensive framework: The study offers a detailed analysis of reflective practices across various contexts. Technological integration: Highlights modern tools for enhancing reflection. Focus on collaboration: Addresses the importance of peer and mentor feedback.
- 14. Weaknesses Limited empirical evidence: The findings rely heavily on secondary sources, lacking primary data. Cultural nuances: Insufficient exploration of how cultural factors uniquely impact reflective practices in different Asian countries. Practical application: More actionable strategies for integrating reflective practices in schools are needed.
- 15. About thesis • Title: The Role of Reflection in Learning Through Experience: A Framework and Guide for Students and Educators Author: Katherine (Kate) Whalen, M.A. Institution: McMaster University Degree: Doctor of Philosophy Year: 2020
- 16. Introduction • The thesis aims to explore the role of reflection in learning through experience, specifically by developing and evaluating a Reflective Learning Framework (RLF)
- 17. Objectives •The key objectives include: 1. Developing the RLF using a bottom-up, grounded approach informed by student reflections and existing literature. 2. Investigating students' responses to the RLF through surveys and interviews. 3. Evaluating the effectiveness of the RLF by comparing reflection grades of students who used the framework to those who did not. •
- 18. Methodology The research adopts a mixed-methods approach and is divided into three main phases: • Development of the RLF • Investigation of Students’ Perceptions: • Evaluation of Effectiveness:
- 19. Findings •Student Perceptions: Students viewed the RLF as a tool for developing cognitive and metacognitive skills. Key benefits highlighted: 1. Enhanced knowledge retention and transfer. 2. Improved higher-order thinking skills (e.g., analysis, synthesis). 3. Increased ability to address complex challenges, such as sustainability. Challenges identified: 1. Initial anxiety around reflective practices. 2. Need for explicit guidance and structured support.
- 20. Recommendations 1.Extend the application of the RLF to diverse academic disciplines. 2.Further research on the affective domain’s role in reflection. 3.Exploration of the framework’s adaptability to online and hybrid learning environments.
- 21. CRITICALANALYSIS •Strengths: Innovative Approach: The grounded theory methodology ensures that the RLF is deeply rooted in student experiences. Alignment with Established Models: Integrating Bloom’s Taxonomy adds credibility and utility to the framework. Comprehensive Testing: The iterative development process and extensive testing enhance the framework’s reliability and effectiveness. Mixed-Methods Research: The combination of qualitative and quantitative analyses provides a holistic understanding of the RLF’s impact.
- 22. Areas for Improvement •Areas for Improvement: Generalizability: While the focus on sustainability courses provides depth, testing the framework across other disciplines could enhance its applicability. Bias Mitigation: Greater involvement of external evaluators could reduce potential biases. Affective Domain: The framework could be expanded to more explicitly address emotional and motivational aspects of learning.
- 23. Conclusion •This thesis makes a significant contribution to the field of experiential education by developing and validating a novel Reflective Learning Framework. •Its structured approach provides valuable insights for educators and researchers seeking to enhance reflective practices. With further refinement and application across disciplines, the RLF has the potential to transform experiential learning in higher education.
- 24. About this thesis Title: Impacts of reflection in learning and supports learners in online education settings. Author: Bo Chang University: Ball State University Year: 2019
- 25. Introduction •Reflection is a cornerstone of effective learning, especially in online environments. This study by Bo Chang investigates how embedding reflective practices within online courses impacts students' learning processes. •By grounding the study in Kolb’s experiential learning model and Schon’s theories on reflection, the thesis sets a solid foundation for exploring these dynamics.
- 27. https://www.researchgate.net/figure/Reflective-practice-Schoen-1991_fig3_350373202
- 28. Objectives •The study aims to: 1.Help learners identify gaps or deficiencies in their understanding. 2.Contextualize and personalize theoretical knowledge. 3.Facilitate comparative learning through shared reflections. 4.Promote structural connections in knowledge acquisition.
- 29. Methodology •Research Design • The study utilized a qualitative approach •Participants •The sample comprised 25 graduate students enrolled in the courses. Participation was voluntary, with informed consent obtained and the option to withdraw at any point. •Data Collection •Semi-structured interviews conducted by the researcher.
- 30. Data Analysis •Inductive content analysis was employed: 1.Open Coding: Key segments of data were highlighted and labeled. 2.Categorization: Codes were grouped based on similarities and differences. 3.Theme Generalization: Overarching themes were abstracted from the categorized data.
- 31. Findings 1. Reflection Improves Learning: o Increases awareness of mistakes and areas needing improvement. o Helps apply theories to real-world contexts. 2. Promotes Knowledge Sharing: o Learners gain new insights from others’ reflections. o Encourages innovative problem-solving through comparison. 3. Enhances Learning Structure: o Links assignments and concepts for holistic learning. o Shows the progression of knowledge.
- 32. Critical Analysis •Strengths: 1.Comprehensive Methodology: The use of qualitative content analysis provided rich, detailed insights. 2.Innovative Approach: The study’s design of embedding reflection in all stages of learning is commendable. 3.Focus on Emotional and Social Learning: Acknowledging the social aspects of reflection adds depth to the findings.
- 33. Weaknesses 1.Limited Scope: The small sample size and specific course contexts limit generalizability. 2.Superficial Critical Reflection: While self-awareness was evident, deeper critical analysis was lacking. 3.Reliance on Instructor’s Perspective: As the researcher and instructor, potential bias in interpreting reflections exists.
- 34. Recommendations 1. Expand the Sample: Include participants from diverse educational backgrounds to increase applicability. 2. Enhance Critical Reflection: Introduce prompts and training to elevate reflective practices to a conceptual level. 3. Integrate Quantitative Measures: Combine qualitative insights with measurable outcomes to strengthen the study’s impact.
- 35. Conclusion •Reflection is a powerful tool for promoting learning in online education. •It facilitates deeper understanding, identifies learning gaps, and creates meaningful connections between learners and content. • By embedding structured reflections, educators can enhance both individual and collective learning experiences.