Education Students' Perceived Engagement in Reflective Learning

• In Event: Student Learning and Development: Self-Authorship and Reflection

Abstract

Students’ engagement in reflective learning depends on the nature of strategies enacted and their perception of task relevance. The purpose of this study was to determine dimensions of students’ engagement in reflective learning in education courses. Principal component analysis with promax rotation and multivariate analysis of variance were conducted on survey data collected from 274 university students in three programs of education. The results indicate three dimensions of engagement in reflective learning: transformative, metacognitive and relational, and experiential reflection. Subsequent analysis on extracted components showed significant differences between undergraduate, professional development and graduate students’ engagement in transformative and experiential dimensions. The findings have implications for further study and learning design for reflection.
Key Words: Reflective Learning; Student Engagement; Reflection

Authors

• Addisu Leyew Bailie, University of the Fraser Valley

• Engida Hailye Gebre, Simon Fraser University