GO-DEEP: A Potential Reflection Model for Experiential Learning
Issued Date
2023-07-01
Resource Type
eISSN
16942116
Scopus ID
2-s2.0-85167990788
Journal Title
International Journal of Learning, Teaching and Educational Research
Volume
22
Issue
7
Start Page
240
End Page
257
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Learning, Teaching and Educational Research Vol.22 No.7 (2023) , 240-257
Suggested Citation
Bui N.T.N., Yarsi P. GO-DEEP: A Potential Reflection Model for Experiential Learning. International Journal of Learning, Teaching and Educational Research Vol.22 No.7 (2023) , 240-257. 257. doi:10.26803/ijlter.22.7.13 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/89301
Title
GO-DEEP: A Potential Reflection Model for Experiential Learning
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Experiential learning is a critical approach in higher education that emphasizes learning by doing, where students engage in activities that promote hands-on learning experiences. Reflection is a crucial component of experiential learning, enabling learners to extract valuable insights and knowledge from their experiences. This study presents our synthesized reflection model, the GO-DEEP reflection model, which includes six main stages to reflect before, during, and after experiences. This study implemented a pre-experimental design to investigate the model’s usefulness and effectiveness in a work-integrated learning course. The course comprised of eight learning sessions with 39 life science students. During each session, the students actively participated in the process of reflection. The students were asked to complete the GO-DEEP level of use questionnaires after sessions four and eight and they submitted their reflection reports after each session through Google Forms. In addition, they responded to the open-ended questions about their perception of the GO-DEEP reflection model and reflection practices. The collected data were analyzed using descriptive, thematic, and t-test analyses. The findings reveal that the university students who used the GO-DEEP reflection model were highly interested in its use and found it beneficial in extracting valuable insights about their learning experiences by constructing knowledge, promoting, and facilitating learning. These outcomes highlight the efficacy and potential of GO-DEEP as a helpful tool in fostering meaningful and impactful educational experiences. Moreover, based on student experience, GO-DEEP has the potential to be applied not only in academic aspects but also in non-academic activities and life experiences.