Reflection as a Process From Theory to Practice

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Author(s): Sonia Bharwani (Indian School of Management and Entrepreneurship, India)and Durgamohan Musunuri (Bhavan's Usha and Lakshmi Mittal Institute of Management, India)
Copyright: 2019
Pages: 13
Source title: Advanced Methodologies and Technologies in Modern Education Delivery
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-5225-7365-4.ch011

Keywords: Curriculum Development and Instructional Design / Education / Educational Technologies / Information Science Reference

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Abstract

Over the years, the education system in India has been following a surface approach to learning that is characterised by lecture-based classroom teaching and rote learning. However, there is a growing clamor for intersection of theory and practice in the field of management education. A shift in focus from a teacher-centric approach to a student-centric, learning-focused approach is required. There are many learning models that enable students to develop their cognitive abilities and to learn from experience. Several of these models are based on the practice of reflection. Reflection as a process is meant to facilitate self-awareness in the context of practice. This chapter aims at understanding the significance of reflection. It also proposes to throw light on the practice of reflection as understood by students and the role of the instructor in creating a learning environment in which reflective learning is facilitated.

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