Guided Student Reflection: A Critical Imperative for Experiential Learning

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bonnie M. Canziani, Associate Professor (Creator)
Yu-Chin "Jerrie" Hsieh, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This paper presents the results of a pilot exploratory study examining the role of reflection exercises in capturing student learning outcomes from a controlled experiential learning activity in a capstone student consulting course. Qualitative reflection data were collected during a student consultant project conducted by ten hospitality students for bed and breakfast owners in Taiwan. Data were examined using manual content analysis techniques. Results show that the act of guided reflection supports higher order cognitive student learning in the discipline. Additional evidence was found of increased self-efficacy development and positive affective (emotional) impressions of students towards the industry and towards community engagement. The paper further demonstrates the utility of reflective practice for the purpose of capstone conclusion of an entire program of study in hospitality management.

Additional Information

Journal of Tourism Research & Hospitality
Language: English
Date: 2013
Guided reflection, Experiential learning, Consulting, Bed and breakfast, Hotel management

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