Review of related research
11
Figure 2.1 AModel of Reflection in the learning process Boud et al., 1985
Figure 2.1 shows that the process begins with experiencing the experiences in an activity in which they produce some information about their behavior, ideas,
feelings or perhaps their values Boud et al., 1985. The goal in the first stage is to develop participants’ common base of information or experience to use in the
discussion that follows. The next stage is the reflective processes, it consists of three elements
which are important in the reflective process. According to Boud et al. 1985, the first element, returning to experience is the replaying of the past experience in the
mind of the learner. This activity can help students to get better understanding of their past events and help to ensure that our reflection is onthe basis of the actual
events as we experienced them at the time, rather than in terms of what we wished had happened. Each individual may have had a different experience, even though
they participated in the same activity. Boud et al. 1985 also notes that describing
12 events can bring us to an awareness of the feelings presented during the initial
experience. The second element, attending to feelingshas two aspects: using positive
feelings and removing obstructing feelings Boud et al., 1985. The use of positive feelings involves focusing on positive feelings about learning and the experience
which is subject to reflection. This may involve the conscious recollection of good experiences, attention to pleasant aspects of the immediate environment, or the
anticipation of the possible benefits to be derived from the processing of events. The use of our positive feelings is particularly important as they can provide to
help us seeing events more sharply and they can provide the basis for new affective learning. According to Boud et al. 1985, removing obstructing feelings
is a necessary precursor to a rational consideration of events. It involves whatever needs to be done in order to remove impediments to a thorough examination of
the experience. Then, the third element is re-evaluating experience which, although it is
the most important, is often not completed if the preceding two are omitted. Some form of evaluation might have taken place at the time of the experience and may
in the learners mind be part of the experience itself. In this critical stage, students begin to examine what are the obstacles they experienced and why it can be
happened. The question can be focused on the meaning or importance of the activity, for example what kinds of things happened and why?. The discussion
might lead a participant to be a good communicator and they can recognize their
13 personal destructive habits. In this stage, the students are trying to thinking
reflectively about what the reasons are and why they choose to act like that. The outcomes of reflection may include a new way of doing something,
the clarification of an issue, the development of a skill or the resolution of a problem.A new cognitive map may emerge, or a new set of ideas may be
identified Boud et al., 1985. The changes may be quite small or they may be large. The students could involve the development of new perspectives on
experience or changes in behaviour.What is important is that the learner makes a commitment of some kind on the basis of his or her learning. Action ends the
reflective process for the time being and some benefits of reflection may be lost if they are not linked to action.