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Diskutieren, Reflektieren, Schreiben – Eine Studie zum Einsatz informeller Reflexionstexte in der Lehrveranstaltung Innovation Debates
Citation Link: https://doi.org/10.15480/882.4259
Publikationstyp
Book Part
Date Issued
2021
Sprache
German
Author(s)
Institut
TORE-DOI
First published in
Number in series
4
Start Page
149
End Page
163
Citation
Schreiblehrkonzepte an Hochschulen : Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und lernen / von Frank Meyhöfer (Hg.); Friederike Neumann (Hg.); Swantje Lahm (Hg.): 149-163 (2021)
Publisher
wbv
ISBN
978-3-7639-6623-3
A widespread challenge in university teaching is students’ limited attention and reflective thinking. This frequently leads to little knowledge absorption and even to false understanding of the subject matter. This challenge is further increased by little time for elaboration or asking questions.
Against this background, we introduce the concept of one-minute paper in a course setting. One of the associated benefits of one-minute papers is that they are suited for continuous short writing tasks as well as encouraging a deeper reflection of arguments. However, we do not introduce the method one-minute paper within the classroom, as it is usually done, but in the self-study time. Our approach is rather
motivated by examining how students review and summarize course content. In regard to a deeper learning experience, our research question is: Which levels of reflection do students achieve with one-minute papers written in their self-study time?
For this, the concept of one-minute papers is introduced in a class: After each session, the lecturer gives a specific question for each course appointment. The students then write a short text in an online course forum. The weekly question of reflection is always different.
Results from students’ course evaluation show that students perceive the oneminute paper as low effort activity not burdening them much. Qualitative analysis of one-minute papers indicates that students achieve all levels of reflective thinking and make new connections, based on the teaching material. These results contribute in general to our understanding of enhancing students’ critical thinking skills and
knowledge absorption, and in specific, to the application of one-minute paper outside the course room. For lecturers, this paper offers suggestions to keep students involved in learning with low threshold writing activities and amplify students’ reflective thinking.
Against this background, we introduce the concept of one-minute paper in a course setting. One of the associated benefits of one-minute papers is that they are suited for continuous short writing tasks as well as encouraging a deeper reflection of arguments. However, we do not introduce the method one-minute paper within the classroom, as it is usually done, but in the self-study time. Our approach is rather
motivated by examining how students review and summarize course content. In regard to a deeper learning experience, our research question is: Which levels of reflection do students achieve with one-minute papers written in their self-study time?
For this, the concept of one-minute papers is introduced in a class: After each session, the lecturer gives a specific question for each course appointment. The students then write a short text in an online course forum. The weekly question of reflection is always different.
Results from students’ course evaluation show that students perceive the oneminute paper as low effort activity not burdening them much. Qualitative analysis of one-minute papers indicates that students achieve all levels of reflective thinking and make new connections, based on the teaching material. These results contribute in general to our understanding of enhancing students’ critical thinking skills and
knowledge absorption, and in specific, to the application of one-minute paper outside the course room. For lecturers, this paper offers suggestions to keep students involved in learning with low threshold writing activities and amplify students’ reflective thinking.
DDC Class
000: Allgemeines, Wissenschaft
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