Faculty development: learning from the student whilst developing the higher order thinking skills of right-to-try adult learners within the higher education setting: a self-directed reflective process
dc.contributor.author | Beckwith, Mary A.R. | en |
dc.contributor.author | Beckwith, Philip | en |
dc.date.accessioned | 2019-11-19T16:10:46Z | |
dc.date.available | 2019-11-19T16:10:46Z | |
dc.date.issued | 2015-01-01 | |
dc.identifier.citation | Beckwith MAR, Beckwith P (2015) 'Faculty development: learning from the student whilst developing the higher order thinking skills of right-to-try adult learners within the higher education setting: a self-directed reflective process', E-Leader International Journal, 2015 (), pp.-. | en |
dc.identifier.issn | 1935-4819 | |
dc.identifier.uri | http://hdl.handle.net/10547/623600 | |
dc.description.abstract | Two members of the Operating Department Practice (ODP) lecturing team were surprised to receive poor National Student Survey results surrounding student assessment feedback despite positive remarks from the external examiners. A studentcentred intervention was sought that would encourage meaningful engagement with their assessment feedback by employing self-directed and reflective learning that would aid in the development of the higher-order thinking so vitally needed in the students’ pursuit of providing quality perioperative patient care. A learning activity involving positive reinforcement of the feedback through the use of the Reflectionfor-Learning model (Beckwith & Beckwith, 2008) was created. This intervention asks students to engage in this Reflection-for-Learning process and articulate their personal action plan based upon their assessment feedback. This method has led to improvements in learner engagement with the assessment feedback and a 100% overall satisfaction rating from the students in a subsequent National Student Survey. An unexpected development has been the movement toward a mutually supportive relationship between lecturers and students as students transform into empowered learners willing to shape their own learning experiences. | |
dc.language.iso | en | en |
dc.publisher | Chinese American Scholars Association | en |
dc.relation.url | http://www.g-casa.com/conferences/prague15/pdf_paper/Beckwith-Mary.pdf | en |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | higher order thinking | en |
dc.subject | reflective learning | en |
dc.subject | reflection | en |
dc.subject | adult learners | en |
dc.subject | X300 Academic studies in Education | en |
dc.title | Faculty development: learning from the student whilst developing the higher order thinking skills of right-to-try adult learners within the higher education setting: a self-directed reflective process | en |
dc.type | Article | en |
dc.contributor.department | University of Bedfordshire | en |
dc.identifier.journal | E-Leader International Journal | en |
dc.date.updated | 2019-11-19T16:03:25Z | |
html.description.abstract | Two members of the Operating Department Practice (ODP) lecturing team were surprised to receive poor National Student Survey results surrounding student assessment feedback despite positive remarks from the external examiners. A studentcentred intervention was sought that would encourage meaningful engagement with their assessment feedback by employing self-directed and reflective learning that would aid in the development of the higher-order thinking so vitally needed in the students’ pursuit of providing quality perioperative patient care. A learning activity involving positive reinforcement of the feedback through the use of the Reflectionfor-Learning model (Beckwith & Beckwith, 2008) was created. This intervention asks students to engage in this Reflection-for-Learning process and articulate their personal action plan based upon their assessment feedback. This method has led to improvements in learner engagement with the assessment feedback and a 100% overall satisfaction rating from the students in a subsequent National Student Survey. An unexpected development has been the movement toward a mutually supportive relationship between lecturers and students as students transform into empowered learners willing to shape their own learning experiences. |