Enhancing the Quality of Student End-of-Course Reflection through Process Visualization

Research output: Contribution to conference › Paper › Research › peer-review

Standard

Enhancing the Quality of Student End-of-Course Reflection through Process Visualization. / Hjortsø, Carsten Nico Portefée; Wick, Peter Josef.

2019. Paper presented at The European Higher Education Society Conference 2019, Leiden, Netherlands.

Research output: Contribution to conference › Paper › Research › peer-review

Harvard

Hjortsø, CNP & Wick, PJ 2019, 'Enhancing the Quality of Student End-of-Course Reflection through Process Visualization', Paper presented at The European Higher Education Society Conference 2019, Leiden, Netherlands, 25/08/2019 - 28/08/2019.

APA

Hjortsø, C. N. P., & Wick, P. J. (2019). Enhancing the Quality of Student End-of-Course Reflection through Process Visualization. Paper presented at The European Higher Education Society Conference 2019, Leiden, Netherlands.

Vancouver

Hjortsø CNP, Wick PJ. Enhancing the Quality of Student End-of-Course Reflection through Process Visualization. 2019. Paper presented at The European Higher Education Society Conference 2019, Leiden, Netherlands.

Author

Hjortsø, Carsten Nico Portefée ; Wick, Peter Josef. / Enhancing the Quality of Student End-of-Course Reflection through Process Visualization. Paper presented at The European Higher Education Society Conference 2019, Leiden, Netherlands.17 p.

Bibtex

@conference{66d2e1de70ba45309844c8f824d07bd2,
title = "Enhancing the Quality of Student End-of-Course Reflection through Process Visualization",
abstract = "The purpose of the study is to test the hypothesis that retrospectively mapping the learning process facilitates a more critical, creative and complex engagement in end-of-course reflection. We conducted an random experiment where six groups out of a total of 13 groups in a project management course conducted a process-modelling workshop prior to writing a group reflection papers. The data consists of 13 group reflection papers and 20 questionnaire responses. The reflection paper were analysed using theory of transformative learning. Ourfindings indicate that the process-modelling tool itself did not afford a higher level of reflection, but it seems that the technology may have helped the students to enrich their reflective narrative by better linking meaning making and description of conflict with confirmative and transformative learning experiences.",
author = "Hjorts{\o}, {Carsten Nico Portef{\'e}e} and Wick, {Peter Josef}",
year = "2019",
language = "English",
note = "The European Higher Education Society Conference 2019, EAIR Annual Forum ; Conference date: 25-08-2019 Through 28-08-2019",

}

RIS

TY - CONF

T1 - Enhancing the Quality of Student End-of-Course Reflection through Process Visualization

AU - Hjortsø, Carsten Nico Portefée

AU - Wick, Peter Josef

N1 - Conference code: 41

PY - 2019

Y1 - 2019

N2 - The purpose of the study is to test the hypothesis that retrospectively mapping the learning process facilitates a more critical, creative and complex engagement in end-of-course reflection. We conducted an random experiment where six groups out of a total of 13 groups in a project management course conducted a process-modelling workshop prior to writing a group reflection papers. The data consists of 13 group reflection papers and 20 questionnaire responses. The reflection paper were analysed using theory of transformative learning. Ourfindings indicate that the process-modelling tool itself did not afford a higher level of reflection, but it seems that the technology may have helped the students to enrich their reflective narrative by better linking meaning making and description of conflict with confirmative and transformative learning experiences.

AB - The purpose of the study is to test the hypothesis that retrospectively mapping the learning process facilitates a more critical, creative and complex engagement in end-of-course reflection. We conducted an random experiment where six groups out of a total of 13 groups in a project management course conducted a process-modelling workshop prior to writing a group reflection papers. The data consists of 13 group reflection papers and 20 questionnaire responses. The reflection paper were analysed using theory of transformative learning. Ourfindings indicate that the process-modelling tool itself did not afford a higher level of reflection, but it seems that the technology may have helped the students to enrich their reflective narrative by better linking meaning making and description of conflict with confirmative and transformative learning experiences.

M3 - Paper

T2 - The European Higher Education Society Conference 2019

Y2 - 25 August 2019 through 28 August 2019

ER -

ID: 227135345