Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia
The shift in contemporary workplaces has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help students accomplish academic and occupational goals. Reflective and integrative learning as a cumulative process of students’ ex...
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| Veröffentlicht in: | Higher education 2022-03, Vol.83 (3), p.635-654 |
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| creator | Awang-Hashim, Rosna Kaur, Amrita Yusof, Norhafezah Shanmugam, S. Kanageswari a/p Suppiah Manaf, Nor Aziah Abdul Zubairi, Ainol Madziah Voon, Angelina Yee Seow Malek, Marzura Abdul |
| description | The shift in contemporary workplaces has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help students accomplish academic and occupational goals. Reflective and integrative learning as a cumulative process of students’ experiences inside and outside the classroom during university years can facilitate the development of desired attributes among undergraduates. The current study, grounded in Biggs’ (
Higher education research and development
, 12(1), 73-85,
1993
) 3P model approach, investigated the role of student-faculty interaction, assessment and feedback, and campus environment as presage factors, and reflective and integrative learning as the process factor and academic and soft skills gain as the product factors into a full mediation model. A total of 1892 final year Malaysian undergraduate students from 18 universities across Malaysia participated in the cross-sectional survey study. The hypothesized model was tested using structural equation modeling. The results revealed that reflective and integrative learning fully mediates the relationship between student-faculty interaction, assessment and feedback, campus environment, and academic and soft skills gains. The implications for teaching and learning and student development are discussed. |
| doi_str_mv | 10.1007/s10734-021-00689-5 |
| format | Article |
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Higher education research and development
, 12(1), 73-85,
1993
) 3P model approach, investigated the role of student-faculty interaction, assessment and feedback, and campus environment as presage factors, and reflective and integrative learning as the process factor and academic and soft skills gain as the product factors into a full mediation model. A total of 1892 final year Malaysian undergraduate students from 18 universities across Malaysia participated in the cross-sectional survey study. The hypothesized model was tested using structural equation modeling. The results revealed that reflective and integrative learning fully mediates the relationship between student-faculty interaction, assessment and feedback, campus environment, and academic and soft skills gains. The implications for teaching and learning and student development are discussed.</description><identifier>ISSN: 0018-1560</identifier><identifier>EISSN: 1573-174X</identifier><identifier>DOI: 10.1007/s10734-021-00689-5</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Academic achievement ; Attributes ; Classroom communication ; Classrooms ; College campuses ; College Seniors ; College students ; Education ; Education, Higher ; Educational aspects ; Educational research ; Feedback ; Feedback (Response) ; Foreign Countries ; Higher Education ; Institutions ; Interaction ; Interdisciplinary Approach ; Learning ; Mediation ; R&D ; Reflection ; Research & development ; Skills ; Social skills ; Soft Skills ; Structural equation modeling ; Student Development ; Student Evaluation ; Student teacher relationship ; Teacher Student Relationship ; Teaching ; Undergraduate education ; Undergraduate students ; Universities ; Workplaces</subject><ispartof>Higher education, 2022-03, Vol.83 (3), p.635-654</ispartof><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021</rights><rights>COPYRIGHT 2022 Springer</rights><rights>The Author(s), under exclusive licence to Springer Nature B.V. 2021.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c446t-9eb367fa8a84dd5539c057ac28174dad8c3f2c2c0ac58249950bf1253e05baf53</citedby><cites>FETCH-LOGICAL-c446t-9eb367fa8a84dd5539c057ac28174dad8c3f2c2c0ac58249950bf1253e05baf53</cites><orcidid>0000-0001-6242-5483</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s10734-021-00689-5$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s10734-021-00689-5$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,777,781,27847,27905,27906,41469,42538,51300</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1333595$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Awang-Hashim, Rosna</creatorcontrib><creatorcontrib>Kaur, Amrita</creatorcontrib><creatorcontrib>Yusof, Norhafezah</creatorcontrib><creatorcontrib>Shanmugam, S. Kanageswari a/p Suppiah</creatorcontrib><creatorcontrib>Manaf, Nor Aziah Abdul</creatorcontrib><creatorcontrib>Zubairi, Ainol Madziah</creatorcontrib><creatorcontrib>Voon, Angelina Yee Seow</creatorcontrib><creatorcontrib>Malek, Marzura Abdul</creatorcontrib><title>Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia</title><title>Higher education</title><addtitle>High Educ</addtitle><description>The shift in contemporary workplaces has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help students accomplish academic and occupational goals. Reflective and integrative learning as a cumulative process of students’ experiences inside and outside the classroom during university years can facilitate the development of desired attributes among undergraduates. The current study, grounded in Biggs’ (
Higher education research and development
, 12(1), 73-85,
1993
) 3P model approach, investigated the role of student-faculty interaction, assessment and feedback, and campus environment as presage factors, and reflective and integrative learning as the process factor and academic and soft skills gain as the product factors into a full mediation model. A total of 1892 final year Malaysian undergraduate students from 18 universities across Malaysia participated in the cross-sectional survey study. The hypothesized model was tested using structural equation modeling. The results revealed that reflective and integrative learning fully mediates the relationship between student-faculty interaction, assessment and feedback, campus environment, and academic and soft skills gains. 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Kanageswari a/p Suppiah</au><au>Manaf, Nor Aziah Abdul</au><au>Zubairi, Ainol Madziah</au><au>Voon, Angelina Yee Seow</au><au>Malek, Marzura Abdul</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1333595</ericid><atitle>Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia</atitle><jtitle>Higher education</jtitle><stitle>High Educ</stitle><date>2022-03-01</date><risdate>2022</risdate><volume>83</volume><issue>3</issue><spage>635</spage><epage>654</epage><pages>635-654</pages><issn>0018-1560</issn><eissn>1573-174X</eissn><abstract>The shift in contemporary workplaces has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help students accomplish academic and occupational goals. Reflective and integrative learning as a cumulative process of students’ experiences inside and outside the classroom during university years can facilitate the development of desired attributes among undergraduates. The current study, grounded in Biggs’ (
Higher education research and development
, 12(1), 73-85,
1993
) 3P model approach, investigated the role of student-faculty interaction, assessment and feedback, and campus environment as presage factors, and reflective and integrative learning as the process factor and academic and soft skills gain as the product factors into a full mediation model. A total of 1892 final year Malaysian undergraduate students from 18 universities across Malaysia participated in the cross-sectional survey study. The hypothesized model was tested using structural equation modeling. The results revealed that reflective and integrative learning fully mediates the relationship between student-faculty interaction, assessment and feedback, campus environment, and academic and soft skills gains. The implications for teaching and learning and student development are discussed.</abstract><cop>Dordrecht</cop><pub>Springer Netherlands</pub><doi>10.1007/s10734-021-00689-5</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0001-6242-5483</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0018-1560 |
| ispartof | Higher education, 2022-03, Vol.83 (3), p.635-654 |
| issn | 0018-1560 1573-174X |
| language | eng |
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| source | PAIS Index; Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Academic achievement Attributes Classroom communication Classrooms College campuses College Seniors College students Education Education, Higher Educational aspects Educational research Feedback Feedback (Response) Foreign Countries Higher Education Institutions Interaction Interdisciplinary Approach Learning Mediation R&D Reflection Research & development Skills Social skills Soft Skills Structural equation modeling Student Development Student Evaluation Student teacher relationship Teacher Student Relationship Teaching Undergraduate education Undergraduate students Universities Workplaces |
| title | Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia |
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