Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development

Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wid...

Full description

Saved in:
Bibliographic Details
Published in:The international journal for academic development 2020-04, Vol.25 (2), p.147-161
Main Authors: Veine, Sven, Anderson, Martha Kalvig, Andersen, Nina Haugland, Espenes, Thomas Christian, Søyland, Tove Bredesen, Wallin, Patric, Reams, Jonathan
Format: Article
Language:English
Subjects:
Academic development
Cooperative Learning
Educational Change
Educational History
Experiential Learning
Foreign Countries
Graduate Students
Higher Education
interdisciplinary
Interdisciplinary Approach
Interdisciplinary aspects
Learning Activities
Metacognition
Reflection
Self Evaluation (Groups)
Self Evaluation (Individuals)
team-based learning
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Experiential learning (EL) has great potential to prepare students to work on interdisciplinary and global challenges across traditional boundaries, as well as support them in the development of reflective skills. In this study, we explore reflection as a central element for EL in the university wide interdisciplinary course Experts in Teamwork (EiT). Based upon 17 years of experience with the development of EiT, perspectives from the literature, and critically analyzing current practices, we describe two key findings from this ongoing exploration: the need to develop a framework for such a course and the need for training of teaching staff.
ISSN:1360-144X
1470-1324
DOI:10.1080/1360144X.2019.1659797