Reflective Writing in Course Design for Active Learning in Social Work Education
نویسندگان
چکیده
This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The is based the content analysis of three sets data: writing, instructor formative feedback this and end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection continuous stimulated progression, increased awareness one’s own strategies, supported adoption an explorative, stance students. Therefore, experimental design with several tasks created sought-after intersection academic professional literacies. engagement resulted high attendance. particularly suitable heterogeneous classrooms promotes inclusion active learning.
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ژورنال
عنوان ژورنال: Journal of Social Work Education
سال: 2023
ISSN: ['2163-5811', '1043-7797']
DOI: https://doi.org/10.1080/10437797.2023.2213285