Having students write reflections has been shown to help teachers improve their instruction and students improve their learning outcomes. With the aid of Natural Language Processing (NLP), real-time educational applications that can assess and provide feedback on reflection quality can be deployed. In this work, we first evaluate various NLP…

In some fields, written reflection is commonplace whereas in others it is uncommon. While athletic therapy education aims to produce reflective practitioners, written reflection is not a typical pedagogy employed. In 2014, the athletic therapy program at our institution began the implementation of a clinical presentation (CP) approach to…

Reflection is a necessary component of learning. Through reflective assignments and tasks, students are given opportunities to evaluate their learning and analyze strategies they use while acquiring and applying course material. Reflections also help students assess and think deeply about the information presented in class and thus better retain…

Instructors consistently complain about students not reading or using feedback. To address this issue, the authors designed an in-class feedback exercise. The authors found that when students recognize the importance of feedback on writing assignments, they look forward to getting, reading, and using such feedback, and instructor efficacy…

The following study situates feedback in two teacher education courses to explore the following research question: How do students rely on discursive features of feedback to reflect on and write their identities as future teachers? A total of 41 participants were recruited for the study. These participants are undergraduate students enrolled in…

Since 2011, we have been working at an independent high school with a small group of teachers interested in studying their own teaching practices in ways that support both their individual and collective learning. The participating educators are engaged and challenged by their personal interests in deepening formative assessment practices while…

Writing-to-learn involves the use of low-stakes informal writing activities intended to help students reflect on concepts or ideas presented in a course. Writing-to-learn can be a flexible and effective tool to help students understand and engage with course concepts, and past research has shown that writing-to-learn activities can substantially…

This research builds upon Malnarich, Pettitt, and Mino's (2014) investigation of students' reflections on their learning community (LC) experiences. Adapting their Peer-to-Peer Reflection Protocol for use at Kingsborough Community College, CUNY, we present a framework for dynamic LC program assessment. To obtain feedback about theory-practice…

This study examined whether faded prompts and feedback facilitated students' reflective writing skills. Reflective writing skills are important skills for students to acquire in college. They are teachable; however, they require time and practice for students to improve and excel in. Reflective writing skills involve the use of metacognitive…

The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b)…

This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…

As online course offerings continue to evolve, researchers have examined many strategies for improving the online learning experience for both the instructor and the student. Asynchronous, online discussions are one of the most common components of online courses. This article provides information about the best practices for facilitating…

The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough…

This article considers how instructors with larger classes can utilize Web 2.0 tools to help students develop as writers. Meeting the needs of readers defines strong writing, yet students need to interact with authentic audiences to learn to do this well. A growing body of educators is exploring how blogging can be used to enhance student…

This study focused on the depth of reflection in the writing of preservice teachers who completed end-of-the-semester reflective papers or reflective blogs for undergraduate education courses associated with clinical experiences. Coders rated the depth of reflection as one of four categories: non-reflection, understanding, reflection, or critical…