부산대학교 도서관

Robust student learning can occur during unexpected and ambiguous moments. The purpose of this study is to explore student experiences using audio recordings to facilitate the reflection-in-action (RIA) approach and evaluate the impact on student learning. The reflective practitioner paradigm and the intuitive synthesis model are used as theoretical frameworks. A mixed methods research design is implemented over a semester with sixteen undergraduate students enrolled in a senior capstone internship course. A case example is presented to demonstrate the entire reflective process by applying an initial student audio recording to each step of the originally designed classroom discussion protocol. The reflection-in-action strategy is a conduit to the intuitive synthesis process and the use of student audio recordings is an effective method to capture raw in-the-moment experiences. Study participants responded by being acutely aware of in-action moments, understanding more deeply tacit frameworks that influence practice responses, and using the intuitive process to shape future practice behavior. Students benefit by experiencing and navigating unpredictable practice environments by embracing both the rational and intuitive process. Educators and clinical supervisors can foster intrigue and expand learning by advancing beyond a traditional retrospective and rational reflective process. [ABSTRACT FROM AUTHOR]