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The Importance of Self-Reflection as a Learning Tool
Abstract
Educators generally rely on external assessments such as tests, papers, and other gradable assignments to gauge the students' understanding of the college coursework and their attainment of learning objectives. Incorporating student self-reflection journals as part of the coursework can provide the instructor with another level of insight into the students' understanding of the course material on an intrinsic, qualitative level. It is important for this to be an organic process encouraging students to be open and honest with their comments. Instructor feedback should be encouraging and positive. Self-reflection journals can benefit students by providing insight as to whether they have understood their coursework, guide them to consider how they can apply their new learning to their professional and personal lives, and help them see how their learning relates to other coursework. There are benefits for instructors to keep teaching self-reflection journals to help with their own professional growth and development.
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Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance. While metacognition can develop over time with practice, many students struggle to meaningfully engage in metacognitive processes. In an evidence-based teaching guide associated with this paper (https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition), we outline the reasons metacognition is critical for learning and summarize relevant research on this topic. We focus on three main areas in which faculty can foster students' metacognition: supporting student learning strategies (i.e., study skills), encouraging monitoring and control of learning, and promoting social metacognition during group work. We distill insights from key papers into general recommendations for instruction, as well as a special list of four recommendations that instructors can implement in any course. We encourage both instructors and researchers to target metacognition to help students improve their learning and performance.
Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95-110. doi:10.24059/olj.v23i1.1447 This study explored the impact of reflection on learning in an online learning environment. Twenty-five students from four online courses participated in this research project. Reflection was purposefully designed and embedded in various assignments. Data were mainly collected from interviews and students’ different types of reflections. The inductive content analysis method was employed to analyze data. Five themes were generalized in terms of how reflection impacts learning: Increasing the depth of knowledge, identifying the areas which are missing or deficient, personalizing and contextualizing knowledge, providing comparative references in learning, and helping learners build structural connections in knowledge and social connections among learners. This study provides foundational ideas for designing reflective activities to promote students’ learning in an online learning environment.
Information professionals who train or instruct others can use Bloom's taxonomy to write learning objectives that describe the skills and abilities that they desire their learners to master and demonstrate. Bloom's taxonomy differentiates between cognitive skill levels and calls attention to learning objectives that require higher levels of cognitive skills and, therefore, lead to deeper learning and transfer of knowledge and skills to a greater variety of tasks and contexts.
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