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Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [ 1 ]
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
Reflective writing helps students to develop a better understanding of their goals. Reflective writing is regularly used in academic settings, as it helps students think about how they think and allows students to think beyond the scope of the literal meaning of their writing or thinking. [8] In other words, it is a form of metacognition ...
Shimer College students learning to cook by cooking, 1942. Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". [1] Hands-on learning can be a form of experiential learning, but does not necessarily involve students reflecting on their product.
Stella sees reflection as a central component of study skills. Since Higher Education involves more autonomous learning than students may have experienced previously, they need to become responsible for reflecting on their own progress, strengths and areas in need of development. [11] Examples of reflective questions include:
These theorists have proposed sensory and activity-based learning methods. It was Kolb and Fry who were able to develop a methodology for experiential learning that involves concrete experience, observation and reflection, forming abstract concepts, and testing in new situations. [4]
Kolb's learning style is explained on the basis of two dimensions: they are how a person understands and processes the information. This perceived information is then classified as concrete experience or abstract conceptualization , and processed information as active experimentation or reflective observation.
Praxis is used by educators to describe a recurring passage through a cyclical process of experiential learning, such as the cycle described and popularised by David A. Kolb. [24] Paulo Freire defines praxis in Pedagogy of the Oppressed as "reflection and action directed at the structures to be transformed."