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Learning by reflection: the effect on educational outcomes

P B Lowe1, C M Kerr

  • 1Middlesex University, Faculty of Health Studies, London, England.

Journal of Advanced Nursing
|June 24, 1998
PubMed
Summary
This summary is machine-generated.

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Reflective teaching methods show no significant difference in learning outcomes compared to conventional methods for nursing students. Further research is needed to explore the potential for enhancing deep learning through experience.

Area of Science:

  • Educational Psychology
  • Higher Education Pedagogy

Background:

  • Higher education institutions aim to foster deep learning and student independence.
  • Increased student numbers necessitate innovative teaching methods to maintain knowledge quality.
  • Reflective learning, analyzing personal experiences, is a key strategy for deep learning.

Purpose of the Study:

  • To compare the effectiveness of reflective teaching methods versus conventional methods on student learning.
  • To investigate the impact of reflective teaching on knowledge acquisition in higher education.

Main Methods:

  • A group comparison study using matched pairs of Diploma in Higher Education (Nursing) students.
  • Experimental group received reflective teaching; control group received conventional teaching.

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  • Learning was assessed using a specially designed test paper at the end of the study period.

    • Main Results:

    • No statistically significant difference (P>5%) was found in learning outcomes between the experimental and control groups.
    • Both reflective and conventional teaching methods resulted in comparable learning achievements.

    Conclusions:

    • Reflective teaching methods are as effective as conventional methods in the biological sciences for nursing students.
    • The potential for reflective learning to enhance deep learning warrants further investigation.