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An Approach to Progress Learning Outcomes: International Graduate Students’ Engagement in Reflective Practice and Reflective Journal Writing during Pandemic

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  • Hafiz Muhammad Ihsan Zafeer

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Yanping Li

    (School of Education, Shaanxi Normal University, Xi’an 710062, China)

  • Samra Maqbool

    (College of Teacher Education, College of Education and Human Development, Zhejiang Normal University, Jinhua 321004, China)

Abstract

Reflective practice (RP) and reflective journal writing (RJW) are considered the most important ways to enhance students’ learning progress. During the pandemic, offline learning has replaced online learning to keep students safe and healthy. This research solely examined reflective practice during online learning, which is significant as online education is less effective and students carry the full study load. However, this study’s core purpose was to determine international graduate students’ perceptions regarding RP and RJW during online learning in the pandemic period. It also investigated whether student engagement in RP enhances their critical reflection and learning progress. The mixed-method (QUAN-QUAL) approach was utilized in this study. The sample consisted of 123 international graduate students who were enrolled in various disciplines and majors in China and at least attended two consecutive semesters (24 weeks) online. The survey questionnaire was based on 28 items to collect the quantitative data. The questionnaire was categorized into four variables: self-education, learning progress, critical reflection, and engagement. While semi-structured interviews were conducted with 5 participants for qualitative data collection, the quantitative results indicated that all of the statements received good ranks and could be used to study how reflective journals helped students improve their self-education, critical reflection, writing skills, learning progress, and engagement. In addition, the results revealed a statistically significant beneficial association between engagement, self-education, critical reflection, and learning progress. Qualitative findings corroborated the quantitative results that participation in RP and RJW boosted students’ critical thinking skills and facilitated their learning and development. Based on the results, this study concluded that RP or RJW enhance success ratios as well as critical reflection, which is effective not only in learning but also in professional and practical settings.

Suggested Citation

  • Hafiz Muhammad Ihsan Zafeer & Yanping Li & Samra Maqbool, 2023. "An Approach to Progress Learning Outcomes: International Graduate Students’ Engagement in Reflective Practice and Reflective Journal Writing during Pandemic," Sustainability, MDPI, vol. 15(3), pages 1-15, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:1898-:d:1040644
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    References listed on IDEAS

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    1. Robert G. Bringle & Julie A. Hatcher, 2000. "Institutionalization of Service Learning in Higher Education," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(3), pages 273-290, May.
    2. Wong Yeou Min & Rosnidar Mansor & Syakirah Samsudin, 2017. "Facilitating Reflective Practice in Teacher Education: An Analysis of Student Teachers’ Level of Reflection during Teacher Clinical Experience," International Journal of Academic Research in Business and Social Sciences, Human Resource Management Academic Research Society, International Journal of Academic Research in Business and Social Sciences, vol. 7(3), pages 599-612, March.
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