How should reflection be supported in higher education? - A meta-analysis of reflection interventions
How should reflection be supported in higher education? - A meta-analysis of reflection interventions
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DOI：
10.1080/14623943.2021.1995856
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发表时间：
2021-10-28
影响因子：
1.2
通讯作者：
Guo, Lin
中科院分区：
文献类型：
--
作者：
Guo, Lin
本研究采用元分析的方法来评估反思性干预，旨在促进高等教育的学习成果，使用控制实验设计。对现存文献进行了系统检索，获得了23篇文章，包括23个效应量，共2010名受试者。在随机效应模型下，结果表明，反思性干预对学习成果有积极和显著的中等影响（g = 0.56，SE = 0.06）。主持人的分析表明，干预时间，同伴互动和反思活动的功能的影响。这些发现强调了培养反思性思维和完善反思性脚手架设计原则的重要性。
The present study adopted a meta-analytic approach to evaluate reflective interventions that were conducted with the intention to promote learning outcomes in higher education, using controlled experimental designs. A systematic search of the extant literature yielded 23 articles, comprising 23 effect sizes and a total of 2010 participants. Under a random-effects model, the results showed that reflective interventions had a positive and significant medium-sized effect (g = 0.56, SE = 0.06) on learning outcomes. The moderator analyses revealed that the effect varied as a function of intervention duration, peer interaction and reflective activities. These findings underscore the importance of fostering reflective thinking and refining design principles for reflective scaffolding.