The reflective cycle consists of five dimensions

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Unformatted text preview: topics to be address and strategies to deliver them. Reflection: By asking participants to submit one‐minute papers and to reply to the survey questions, we encouraged them to reflect‐on‐action. Enhancement of learning: By recognising participants’ prior knowledge from their self‐assessments, we were able to develop course materials that challenged them. Performance: Participants were more engaged in class discussions when they were challenged to perform at the higher rung of cognitive processes. This is consistent with the results of the research conducted by Arum and Roksa (2011) that when high‐order thinking is included in the coursework students perform better on tests measuring critical thinking. Personal development/autonomy: Our case supports prior studies that a hands‐on approach motivates students which subsequently increase their understanding of the business processes (Draijer and Schenk, 2004). 5. The reflection of our teaching strategies in applying these concepts Based on our case study and literature review, we propose the reflective cycle that can be used to facilitate reflective practice among academic and professional instructors for designing and delivering high‐quality FIMS and AIS courses. The reflective cycle consists of five dimensions: Describe, Analyse, Transform, Act, and Evaluate. For every process or issue identified by the instructor these five dimensions should be considered in a cycle as illustrated in figure 1. Figure 1: The five dimensional reflective cycle Describe: This dimension is to describe the process or the issue requiring reflection. The instructors use reflective journals or diaries to describe it. For example, when the instructors design course materials, they first describe who the learners are and what they want to learn; what contents the instructors need or wish to include; what survey or research questions the instructors need to formulate. Another example is that the instructors reflect on their teaching methods after each class then describe an event or an incident which they wish to reflect‐on‐action in their journals. A reflective journal enabl...
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