Strategies used by peer-facilitators to promote reflective learning amongst the first-year students: a case study of one university in South Africa
List of Authors
  • Adu, Emmanuel Olusola , Baleniand, Lulekwa Sweet-Lily

Keyword
  • Learning, reflective learning approach, peer facilitation, first-year students, university

Abstract
  • The views of peer facilitators on the strategies used to promote reflective learning on the first-year students were explored in this study. Purposive sampling was used to select the participants, which is a qualitative inquiry situated in the interpretive paradigm. The researcher also used in-depth interviews to collect data and analysed data using the thematic analysis. The study found that the peer facilitators used group work, group discussion, spider diagrams and limited technology. However, it emerged that besides the limited technological strategies crippled by the disenabling conditions within the institution, the lack of support from both students and lecturers is a demotivating factor for some of these peer facilitators and thus this affects their efforts to assist students. The paper recommends the implementation of the multi-sectoral approach, training and continuous professional development of peer facilitators on reflective practices using both conventional methods and digital technologies, the inclusion of reflective learning in the facilitation methods within the module learning guides/ course outlines to promote reflective learning.

Reference
  • 1. Boughey, C. (2010). Academic development for improved efficiency in the higher education and training system in South Africa. In Development Bank of South Africa. Pretoria.
    2. Castelli, P. A. (2011). An integrated model for practicing reflective learning. Academy of Educational Leadership Journal, 15, 15.7.
    3. Chingos, M. M. (2013). Class size and student outcomes: Research and policy implications. Journal of Policy Analysis and Management, 32(2), 411-438.
    4. Chiriac, E, H. (2014). Group work as an incentive for learning students’ experiences of group work, Frontiers in Psychology, 5, 1-10.
    5. Choy, L. T. (2014). The strengths and weaknesses of research methodology: Comparison and complimentary between qualitative and quantitative approaches. Journal Of Humanities And Social Science, 19(4), 99–104.
    6. Colomer, J., Pallisera, M., Fullana, J., Perez-Burriel, M., & Fernandez, R. (2013). Reflective Learning in higher education: A comparative analysis. Social and Behavioural Sciences, 93(1), 364- 370.
    7. Cummings, A. M. (2014). The Impact of Student Support Services on Academic Success at a Select Historically Black College and University. University of North Florida. Florida
    8. Davis, E., & Richardson, S. (2017). How peer facilitation can help nursing students develop their skills. British Journal of Nursing, 26(21), 1187-1191.
    9. Delić, H., & Bećirović, S. (2016). Socratic method as an approach to teaching. European Researcher Series A, 111(10), 511–51.
    10. Fullana, J, Pallisera, M., Colomer, J., Fernandez Pena, R., & Perez-Burriel, M. (2016). Reflective learning in higher education: a qualitative study on students’ perceptions. Studies in Higher Education, 41(6), 1008–1022.
    11. Freebody, P. & Muspratt, S. 2007. Beyond generic knowledge in pedagogy and disciplinarity: The case of Science textbooks. Pedagogies: An International Journal, 2 (1), 35-48.
    12. Kolb, D. A. (1984). Experiential learning: experience as a source of learning and development. New Jersey: Prentice-Hall.
    13. Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. The SAGE handbook of management learning, education and development, 42-68.
    14. Kong, S. C., & Song, Y. (2015). An experience of personalized learning hub initiative embedding BYOD for reflective engagement in higher education. Computers & Education, 88, 227-240.
    15. Habibi, A., Mukminin, A., Riyanto, Y., Prasojo, L. D., Sulistiyo, U., Sofwan, M., & Saudagar, F. (2018). Building an online community: Student teachers’ perceptions on the advantages of using social networking services in a teacher education program. Turkish Online Journal of Distance Education, 19(1), 46-61.
    16. Harrison, M., Short, C., & Roberts, C. (2003). Reflecting on reflective learning: The case of geography, earth and environmental sciences.Journal of Geography in Higher Education, 27(2), 133-152.
    17. Harvey, L., Drew, S., & Smith, M. (2006). The first year experience: a review of literature for the Higher Education Academy and Centre for Research and Evaluation. Sheffield. Hallam University.
    18. Henderson, E., Berlin, A., Greeman, G., & Fuller, J. (2002). Twelve tips for promoting significant event analysis to enhance reflection in undergraduate medical students. Medical Teacher. 24(2), 121-124.
    19. Jindal-Snape, D., & Holmes, E. A. (2009). A longitudinal study exploring perspectives of participants regarding reflective practice during their transition from higher education to professional practice. Reflective Practice. 10(2), 229-232.
    20. Larkin, I., & Beatson, A. (2014). Blended delivery and online assessment: scaffolding student reflections in work-integrated learning. Marketing Education Review, 24(1), 9–14.
    21. Lee, O. (2010). Facilitating preservice teachers’ reflection through interactive online journal writing. The Physical Educator, 67(3), 128–139.
    22. Levitt, S. R. (2019). Cultural dialectics in international teamwork dynamics. International Journal of Business Communication, 56(3), 326-348.
    23. Linsley, P., Kane, R., & Barker, J. H. (2019). Evidence-based Practice for Nurses and Healthcare Professionals (4th ed.). London: SAGE Publications.
    24. Lord, A., Chen, M. P., Cheng, Y. Y., & Tai, K. C. (2017). Enhancing nutrition-majored students’ reflective judgment through online collective reflection. Computers & Education, 114, 298– 308.
    25. Makoul, G., Zick, A. B., Aakhus, M., Neely, K. J., & Roemer, P. E. (2010). Using an online forum to encourage reflection about difficult conversations in medicine. Patient Education and Counseling, 79(1), 83–86.
    26. Maxwell, M. (2013). Introduction to Socratic method and its effect on critical thinking. Retrieved from the Socratic Method Research Portal.
    27. Muncy, J. A. (2014). Blogging for reflection: the use of online journals to engage students in reflective learning. Marketing Education Review, 24(2), 101–114.
    28. Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: Sage.
    29. Pečar, M. (2016). Analysis of an asynchronous online discussion as a supportive model for peer collaboration and reflection in teacher education.Journal of Information Technology Education, 15.
    30. Prebble, T., Hargraves, H., Leach, L., Naidoo, K., Suddaby, G., & Zepke, N. (2004). Impact of student support services and academic development programmes on student outcomes in undergraduate tertiary study : A synthesis of the research. In Minister of Education, New Zealand.
    31. Rubin, A., & Babbie, E. R. (2016). Empowerment series: Research methods for social work. Cengage Learning.
    32. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
    33. Sloan, D. (2007). Reflection strategies for classroom activities. Available online at http://www.umsl.edu/services/ctl/faculty/instructionalsupport/reflection-strat.html. Accessed 17 July 2019.
    34. Stott, P. (2016). The perils of a lack of student engagement: Reflections of a “lonely, brave, and rather exposed” online instructor. British Journal of Educational Technology, 47(1), 51-64.
    35. Strampel, K., & Oliver, R. (2007). Using technology to foster reflection in higher education. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007.
    36. Toni, N., & Makura, A. H. (2015). Using reflective practice for a more humane higher education: Part 1.South African Journal of Higher Education, 29(3), 42-55.
    37. Vaismoradi, M., & Snelgrove, S. (2019, September). Theme in qualitative content analysis and thematic analysis. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research. 20(3). 1-15.
    38. Wahyuni, D. (2012). The research design maze: Understanding paradigms, cases, methods and methodologies. Journal of applied management accounting research, 10(1), 69-80.
    39. Yin, R. K. (2014). Case Study Research: Design and Methods. (5th Ed). Thousand Oaks, CA: Sage.