Enhancing the Quality of Student End-of-Course Reflection through Process Visualization

The purpose of the study is to test the hypothesis that retrospectively mapping the learning process facilitates a more critical, creative and complex engagement in end-of-course reflection. We conducted an random experiment where six groups out of a total of 13 groups in a project management course conducted a process-modelling workshop prior to writing a group reflection papers. The data consists of 13 group reflection papers and 20 questionnaire responses. The reflection paper were analysed using theory of transformative learning. Our findings indicate that the process-modelling tool itself did not afford a higher level of reflection, but it seems that the technology may have helped the students to enrich their reflective narrative by better linking meaning making and description of conflict with confirmative and transformative learning experiences.
The purpose of the study is to test the hypothesis that retrospectively mapping the learning process facilitates a more critical, creative and complex engagement in end-of-course reflection. We conducted an random experiment where six groups out of a total of 13 groups in a project management course conducted a process-modelling workshop prior to writing a group reflection papers. The data consists of 13 group reflection papers and 20 questionnaire responses. The reflection paper were analysed using theory of transformative learning. Our findings indicate that the process-modelling tool itself did not afford a higher level of reflection, but it seems that the technology may have helped the students to enrich their reflective narrative by better linking meaning making and description of conflict with confirmative and transformative learning experiences.