Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students’ higher-order thought processes. Student refle...

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Main Authors: Amanda Sturgill, Philip Motley
Format: Article
Language:English
Published: University of Calgary 2014-03-01
Series:Teaching & Learning Inquiry: The ISSOTL Journal
Online Access:http://tlijournal.com/tli/index.php/TLI/article/view/79
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spelling doaj-f3a918b7966d412fb9b70071c78649572020-11-25T03:31:11ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872014-03-0121819310.20343/teachlearninqu.2.1.8158Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. PrivateAmanda Sturgill0Philip Motley1Elon UniversityElon UniversityReflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students’ higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and public versus private reflection. Results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. Results for public reflection versus private were mixed. Ethical considerations for public reflection are also discussed.http://tlijournal.com/tli/index.php/TLI/article/view/79
collection DOAJ
language English
format Article
sources DOAJ
author Amanda Sturgill
Philip Motley
spellingShingle Amanda Sturgill
Philip Motley
Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
Teaching & Learning Inquiry: The ISSOTL Journal
author_facet Amanda Sturgill
Philip Motley
author_sort Amanda Sturgill
title Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
title_short Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
title_full Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
title_fullStr Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
title_full_unstemmed Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private
title_sort methods of reflection about service learning: guided vs. free, dialogic vs. expressive, and public vs. private
publisher University of Calgary
series Teaching & Learning Inquiry: The ISSOTL Journal
issn 2167-4779
2167-4787
publishDate 2014-03-01
description Reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students’ higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and public versus private reflection. Results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. Results for public reflection versus private were mixed. Ethical considerations for public reflection are also discussed.
url http://tlijournal.com/tli/index.php/TLI/article/view/79
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