ABSTRACT

While the benefits of reflection for students are well documented, there is a parallel body of research pointing to varying levels of engagement with reflection. Students on a four-year business information systems programme have to complete a reflection as part of their placement assessment. Using a constructivist qualitative methodology, this research explores the students' experience of reflecting with a view to identifying what supports could be useful to guide students in the future. Using semi-structured interviews, the students described a focus on description of activities and overall uncertainty on what to write. There are multiple possible interventions which could support the students but some would require significant and high-level support within the university.

摘要

虽然反思对学生的好处有据可查，但有一个平行的研究机构指出不同程度的反思参与。四年制商业信息系统课程的学生必须完成反思，作为他们安置评估的一部分。本研究使用建构主义的定性方法，探索学生的反思体验，以确定哪些支持可能对指导学生未来有用。使用半结构化访谈，学生们描述了对活动描述的关注以及对写什么的总体不确定性。有多种可能的干预措施可以为学生提供支持，但有些干预措施需要大学内部的重要和高层支持。