Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10370
Title: Barriers to Reflective Learning: Perspectives of University Students and Instructors
Authors: Bailie, Addisu Leyew
Gebre, Engida H.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Bailie, A. L. & Gebre, E. H. (2023). Barriers to reflective learning: Perspectives of university students and instructors. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 962-965). International Society of the Learning Sciences.
Abstract: Studies have outlined postsecondary students’ lack engagement in reflective learning. However, factors affecting students’ engagement has not been studied from the perspective of students. This study examined barriers of reflective learning as perceived by students and instructors in a large university in Western Canada. Data were collected from 32 instructors and 161 students through interview and open-ended questionnaire respectively. A qualitative analysis of the data showed four main categories of barriers: emotional, instructional, personal, and structural and contextual barriers. Although instructors and students perceived some common barriers in each category, the findings also showed important differences in the type of instructional and personal barriers.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.374764
https://repository.isls.org//handle/1/10370
Appears in Collections:ISLS Annual Meeting 2023

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