Abstract
Reflective writing as a key component is one of the foundational object in Kolb’s experiential learning process; concrete experience, reflective observation, abstract conceptualization, and active experimentation. The current qualitative study using single-case study design, explored the role of reflective writing in making learning effective and long-lasting at university classroom. For this purpose, total sixty-three students enrolled in the course Application of Computer in Measurement, participated voluntarily in the study. The textual data consisted of written-assignments and classroom-tasks were analysed through document-review as data source. The researchers carefully integrated all the texts into keen observation and analysis and extracted meanings from the reflective writings of the participants in order to sustain reflexivity to ensure trustworthiness as a key component of qualitative studies. Each and every participant’s document was passed by in_x0002_depth and keen analysis employed through coding, categorization and themes generation. The findings showed that students need to develop better understanding in sentence-structuring, application of ideas, how to make meanings from interpretation of texts in terms of improvement. The study also concludes that there was lacking in terms of written-feedback from the teachers however, oral-feedback was utilized at maximum level. The study contributes to the knowledge towards the proper reflective writing practices at higher education level. The implications showed that a single student’s ability may be engaged in successful learning course of action and outcomes through proper guidance provided by the teachers to them regarding reflective-writing.
Keyword(s)
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