The Reflection-Informed Learning and Instruction to Improve Students’ Academic Success in Undergraduate Classrooms

Abstract

This study addressed the role of the reflection-informed learning and instruction (RILI) model on students’ academic success by using CourseMIRROR mobile system. We hypothesized that prompting students to reflect on confusing concepts stimulates their self-monitoring activities according to which students are expected to review their understanding, search for related knowledge, and try to identify the confusing concepts. With this student-reflection information, instructors can thus address students’ difficulties effectively, which can lead to enhanced academic success. We tested our hypothesis by conducting a semester-long quasi-experimental study in undergraduate industrial engineering classes (N = 153). The analyses revealed that students in the RILI condition performed significantly better than students in the control condition (Cohen’s d = .82). In addition, reflection analysis showed that both quality and quantity of reflections were significantly associated with exam performance. Surveys indicated users highly valued the RIFI model; they rated CourseMIRROR favorably and said they would continue to use it in future classes.

Keywords:

• College students
• higher education
• reflective thinking
• achievement
• classroom research
• engineering education
• mobile technologies

Additional information

Funding

The research reported here was partially supported by the Purdue Research Foundation and the Institute of Education Sciences, U.S. Department of Education, through Grant R305A180477 to Purdue University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.