dc.contributor.author	Campbell, Éowyn
dc.contributor.author	Gilbert, Brian
dc.contributor.author	Sandblom, Nicole
dc.date.accessioned	2024-03-27T21:03:31Z
dc.date.available	2024-03-27T21:03:31Z
dc.date.issued	2024
dc.description.abstract	Reflection is an essential component of high-quality experiential learning for students (Kaipainen et al, 2020; McRae et al., 2018). Using the DEAL model (Ash and Clayton 2009, Loy et al. 2021) in F18, we developed activities to be included as an Online and Blended Component of learning in our course. We asked students to reflect formally and repeatedly on their feedback, and to use these activities to plan next steps in their learning. After several years of iterative improvements to these activities, we wanted to understand how students use reflection. Using thematic analysis (Braun and Clarke 2006), we are reviewing several cohorts of consenting participants to assess whether students’ perceptions of learning align with our course outcomes. Since this data involves three years of teaching in a variety of modalities, we also gain insights into student perceptions of the effects of online and blended course delivery on their learning. In our session, we will briefly review our learnings to date and then, through surveys, engage participants by asking them to examine their own experiences with reflection techniques in connection to teaching and learning in blended and online environments. Lastly, participants will have opportunities to explore developing questions that can inspire more thoughtful reflection in their own teaching contexts. At the end of the session for our session outcomes, participants will have examined how reflection fits into their own teaching practice, generated questions for reflection, and identified building blocks to incorporate these techniques. Ash SL, Clayton PH. 2009. Generating, deepening, and documenting learning: The power of critical reflection in applied learning. Journal of Applied Learning in Higher Education. 1(1): 25-48. Braun V, Clark V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology. 3: 77-101. doi:10.1191/1478088706qp063oa Kaipainen E, Braun R, Arseneault R. 2020. Experiential learning plan for University of Calgary (2020-25). Contributors: Reid L, Stowe L, Kenny N, Barker S, Johns C, Christie C, King L, Hillmo J. Available from https://ucalgary.ca/provost/sites/default/files/EL%20Plan%202020-25.pdf [Accessed 27 January 2021]. Loy K, Huh R, Snow J, Redmond A. 2021. Learning Module: Critical Reflection. Available from: https://taylorinstitute.ucalgary.ca/resources/module/critical-reflection [Accessed 12 January 2022]. McRae N, Pretti TJ, Church D. 2018. Work-Integrated Learning Quality Framework, AAA [White paper, PDF file]. Available from: https://uwaterloo.ca/centre-advancement-co-operative-education/sites/ca.centre-advancement-co-operative-education/files/uploads/files/wil_quality_framework_-_aaa_-_for_posting.pdf [Accessed 27 January 2021].
dc.identifier.uri	https://hdl.handle.net/1880/118344
dc.publisher.institution	University of Calgary
dc.rights	Attribution-NonCommercial-ShareAlike 4.0 International	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.title	Reimagining reflective activities in your blended and online teaching
dc.type	Other

Reimagining reflective activities in your blended and online teaching

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