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Reflection and Comparison Between Two Articles

Table of Contents

  • The Evidence.
  • Comparative Literature Review..
  • Article Comparison.
  • Reflective Analysis.

The Evidence

Introduction

The main focus of this present study is to compare the two articles in different ways which includes the evidence, analysis, and evaluation. For this, here we compared two articles; “A critical evaluation of the usefulness of a coding scheme to categorize levels of reflective thinking” as the main article by Amani Bell et al., 2011,  which was a And “Development of a Questionnaire to Measure the Level of Reflective Thinking” as the reference article from the main article’s reference list by David Kember et al., 2000.

In the main journal, we can see the uses of reflective learning journal to support higher degrees of learning results is a developing area in an advanced educational research and practice. Here using a coding scheme introduced by Kember et al. in 1999 for a unified and standardised reflection definition for identifying and assessing the levels of reflective thinking of the students for a smooth path for their practices. (Kember et al. 1999). Amani Bella, Jill Kelton, Nadia McDonagh, Rosina Mladenovic and Kellie Morrison are the authors who have a strong background support associated with the world-renowned University, that is Sydney university in Australia and primarily focuses on exploring the integration of new critical and analytical practices into improving the tutor and student teaching and learning experiences. David Kember, Doris Y write the reference journal. P. Leung, Alice Jones, Alice Yuen Loke, Jan McKay, Kit Sinclair, Harrison Tse, Celia Webb, Frances Kam Yuet Wong, Marian Wong, and Ella Yeung  clearly described the students reflective thinking capacities or the reflection upon practices and the instruments that used to determine the things from the basement of Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong. They focus on areas of psychological and mental well being in the medical field.

Reflection and Comparison Between Two Articles

 Both leading journal and reference journal are published in Assessment & Evaluation in Higher Education, published online in 2010, has an impact factor around three. Both journals have a very detailed literature review about this topic. This is very evident that the works of literature gave an excellent scope to the journals that we considered for this study. The extensive citation from primary and secondary data such as various surveys and different research articles confirmed the credibility of the journals that we are chosen.

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Article Comparison

Introduction

The main article and the reference article illuminate the necessity of reflection and reflective practising in students and the instruments that are measuring whether the students are engaging the reflective thinking, if so to what extent the think. Of course, there are many similarities, and some differences are also there. Here we were trying to discuss the similarities and differences.

The comparison distinguishes clearly the evidence demonstrated different usage of self-reflection learning. The reference article shows intelligently the reflective practices in advanced education, which can additionally assist with decreasing the problems regarding reflective practice while composing research papers and journals in the upcoming years. Relative comparison of both the articles showed better composing of the articles, which depends on reflective practice. The challenges when writing and make others to write cope up with a key point that is the self-reflection.

Comparative Analysis of The Articles

The main article aims that there should be two contributions on the reflective practice for the higher education pieces of literature. The first one is to find out the usefulness and possibilities of the coding scheme by Kember et al. to identifying and assessing the reflection in the written journals of students, and the second one is to provide details regarding the utilization of reflective learning journals in the education based on business context to give bits of knowledge into what business scholars consider and how business scholars can exhibit their advancement in the reflective skills. The reference journal aims to build up a simple instrument that would analyze the degree to which the students take part in reflective thinking in various preparation courses including professional courses. Both articles used tables and graphs to illustrate the data. It is a very good method to reach the points easily to the minds of the readers. And also help to understand the students.

The importance of reflective thinking and reflective practice is the common factor between the two journals that were in consideration. The necessity and role of reflective practice can reflect in both of the journals and the ideology that followed by both journals is based on Mezirow’s approaches on reflective thinking on students. ( Mezirow, 1991). The main journal is critically evaluated the usefulness of the coding scheme by Kamber et al. (first author of the reference article) to categorise the levels of reflective thinking. But the reference article has developed the questionnaire to measure the level of reflective thinking.

The main article has a well-defined structure the subheadings itself give an idea about what they are written below the heading. In the literature review, three subheadings give an idea about how the article went through. First one is the Learning journals in higher education, where they discussed the famous articles of Moon et al. (2006), Bain et al. (1999), Kember et al. (1999), Glaze (2002), Kerka (2002), etc and included the articles about the theory and practice of the topic it helped to give a connection between this theory and practice of the reflection. (Ballantyne and Packer 1995; Loo and Thorpe 2002; Henderson, Napan, and Monteiro 2004.). These examinations welcome scholastics to consider how they support the reflective practice of business scholars and how reflection may be recognized and surveyed. the second one is identifying reflection in the learning journal this gives more clarity to the work, now it turns to more focus on the topic and finally, they discussed in the literature review the coding scheme of Kember et al. which is the focusing point of the main article. But the reference article approaches differently the literature review is based on reflective thinking. Directly they entered to the topic, but the habitual action, understanding, reflection, and critical reflection are quoted from different articles. This is very intelligently the did for the easiness of the work.

Both articles seriously detailed the coding schemes for recognizing and assessing the reflective levels. The main article catogorise the Habitual action, Introspection, Thoughtful action, Content reflection, Process reflection, Content and process reflection, and Premise reflection as the coding scheme and summarised the points briefly. The reference article detailed the sample through the 4 scales which included the above traits of the coding scheme. Thet they got it from the final test of the questionnaire. the scales and Cronbach alpha values are agreeing with the statements and it proves its reliability.

 Reference article clearly showed the primary data and its analysis. The group comparison results and the comparison between post-graduation and under graduation students results in evidence for the treatment in a large group and a small group. The main article critically evaluates the coding scheme and found out the benefits of reflection in the business education system.  Both authors of the articles are it should be noted that there are likewise distinction in the two bits of work. In the main article, the article composing is found comparable to learning. Though, in the main article, we see a coding plan to distinguish and evaluate the classifications of reflective practice. It considers for figuring out how to be as a medium for reflection. The more one could reflect is a result of the more one express on the journal. The reference journal additionally centers around the implications of reflective learning journals with regards to business and studies show it could help create reflective skills in the students of business studies.

Conclusion

Reflective thinking and analysis are very important nowadays. The above study clearly showed that the power of self-reflection. The main article and the reference article showed some similarities and ofcourse differences. From journal writing to the analysis part both article showed their own identity. It is very important because a journal should need an attraction for the attention of the readers. Both articles used graphs tables for expressing the massive data. It is very easy to catch the attention, so they succeeded in this area. The comparison is a success it gave a clear cut picture of two journals and the way the presented the work. And particularly the reflective thinking important in a life long career.

Reflective Analysis

From the above analysis I realise that dedication is the basement of success. While comparing the two articles I could see the effort given by the authors of the articles. This helped me to agree with the things that should follow to write an article. The two journals have some similarities in the content but have differences in the methodology and structure of the article. I have understood that the individuals who work on writing articles have a more clear idea of a circumstance wherein they are going to partake of something that is coming towards them which will probably help in circumstances where they need aptitudes like critical thinking or when they are placed in the challenging circumstances. (Joseph A. Raelin, 2002). I have additionally noticed that the individuals who practice reflection are probably going to burrow to a more profound level than the fundamental experimentations.  

The main article focus on te critical analysis of reflective thinking using the Kember et al.’ coding scheme. And the reference article was focused on the standardisation of the reflective thinking and development of the questionnaire to measure the different levels of reflective thinking using the writtings of Mesirow. I noticed that during this appraisal, Kember et al. created a new scheme that could be utilized to distinguish and comprehend different classes of reflection or reflective thinking, and also noted that how could we make a tad of modifications to the Kember et al. coding scheme. We could even sort various degrees of reflection or reflective practice in learning articles. The reference journal likewise helped me to get aware of the different levels of reflection.

I understood that the model with the best fit demonstrated between the relationship between’s the scales or idle factors. This was anticipated theoretically. The individuals who take part in basic reflection are also liable to have reflected upon their training. And also noted that the scholars who participate in either type of reflection may likewise tend to read for seeing, especially in the theoretical aspects of the course. Experienced experts will in general arrangement with basic cases in a daily practice or ongoing way, regularly without considering them.

 I learned that the key traits of a reflective learning journal include the personal experience of the event, where I can apply the knowledge that I learned, from the experiences how can I improve myself, how the event changed me personally?. Our journal should be a personality developing activity so that must express honestly. I also noticed that when deals with the levels of reflection we should compare it with the results of other people, there are some similarities and contradictions like the two journals that compared the above. But we can learn a lot of things for our future references.

I should likewise begin composing the articles to learn and upgrade my knowledge and also the reflective thinking and it can be considered as a reflective practice. It is very much possible for examined, the advantages or the points of interest that accompany the reflective practice and reflective thinking are aplenty. I seriously like one thing that, Mezirow portrays a sort of reasoning or discovering that he called attentive action. This utilizes existing information, without endeavoring to evaluate that information, so learning stays inside prior importance plans and points of view. Keen activity can be portrayed as a cognitive procedure. A great part of the ‘book learning’ which happens in colleges is named as a thoughtful activity. this is very correct I think.

References
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  • Kerka, S. 2002. Journal writing as an adult learning tool. Practice Application Brief No. 22.
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  • Mezirow, J. 1991. Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
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  • Moon, J. 2006. Learning journals: A handbook for reflective practice and professional development.
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  • Raelin, Joseph A. “”I Don’t Have Time to Think!” versus the Art of Reflective Practice.” (2002).
  • Available at: https://www.researchgate.net/publication/240275477_I_Don’t_Have_Time_to_Think_versus_the_Art_of_Reflective_Practice

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