Orientation For Success In Higher Education Assignment Sample

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Introduction

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Part 1: Essay

1: Introduction

This essay shall outline the important attributes of orientation for success in higher education modules for students. Moreover, the additional emphasis of this essay shall be further provided for the importance of reflective learning for future formative and assessed work. In order to further articulate suitable findings about reflective learning, a suitable application of a particular reflective model shall also be conducted in this essay. Description of feedback and feedforward shall also be briefly outlined in this essay and discussion on improvement of formative and summative assessment shall also be discussed. In this essay, a detailed discussion and application of the Gibbs Reflective cycle shall also be discussed to integrate relationships with a reflective approach to learning. Reflective learning is widely regarded as a thorough review and verification process by students based on their core competency study module. The key concepts associated with the reflective learning cycle further consists of personal experiences, values, beliefs, and attitude followed and duly applied by the learner.

2: Importance of reflective learning

Reflection is generally regarded as a compatible technique that allows readers and learners to look back at their respective study modules. As per expressions and narrations of Dahl, Peltier and Schibrowsky (2018), reflection and reflective cycle of learning can be further conducted based on periodic reviews to further ensure what topics have been covered by a student to justify academic growth. Beneficial learning strategies can be further employed by students and learners to ensure harmonious academic progression of students in the near and distant future. In order to further establish enhanced details about reflection, the application of Gibbs Reflective cycle is discussed as follows.

The Gibbs Reflective cycle is widely regarded as a suitable model for conducting a suitable and plausible review of reflective learning. As explained by Adeani, Febriani and Syafryadin (2020), the Gibbs Reflective cycle is further made up of six key stages including description, feelings, evaluation, analysis, conclusion and action plan. Description refers to the stage where the reader and the student attain a detailed description and a brief overview of how business management works in a corporate environment. The application of description can be further ascertained based on how formative and summative assessment is modulated by the reader studying business management of an organisation (Li et al. 2020). The second component of the Gibbs Reflective cycle further consists of the feelings stage. In this stage, a reader can further obtain valuable information regarding how the study on business management was conducted and what potential innovations could have been adopted to attain higher reflective learning attributes.

As per illustrations and statements of Markkanen et al. (2020), feelings stage is vitally regarded as an important stage, where foundation for reflective learning can be thoroughly identified. Hence, the importance of this stage is deemed to be crucial and thus caters to the third stage known as evaluation. Evaluation is the stage, where a learner and reader identify what are the good and bad aspects of the learning stage. The additional components of the Gibbs Reflective cycle further involve the analysis stage where a reader and student develop the ability to determine how business management feasibly works within organisations. The fifth stage of this model further consists of a conclusion, where a reader could potentially analyse, how different strategies in the learning module could be implemented to attain a better understanding of business management (Majeed and Hassan, 2018). Sixth stage of the model further consists of action plans, where future recommendations can be prescribed by the reader to attain a well-rounded understanding of business management within an organisation.

The reflective cycle of learning is further enhanced by the application of Gibbs Reflective cycle for identifying the nature of feedback and feedforward. As per explanations and illustrations of Kreeman and Serre (2020), feedback is generally considered to be a traditional method, which is facilitated by the concerned tutor of the student or reader. The provision of feedback further incorporates a progressive review of learning outcomes achieved by a particular student for completing their study module for identifying business management in an organisation. Hence, the provision of feedback is further deemed to be a necessary aspect of the learning prospectus for a particular student to examine their progress in a study module concerned with business management in an organisation.

Salient advantages of feedback can be further considered as a potential increase in student-tutor engagement as well as locating the path of professional and academic development of a student. A potential increase in the student-tutor relationship further benefits students to locate critical components of business environment as well as study various nuances associated with the business management structure of an organisation (Bascetta and Incremona, 2021). Therefore, a healthy student-tutor engagement paves the way for identifying path of professional and academic development of a student to ensure sustained academic prowess with an application of feedback. The additional component involving feedforward can be regarded as an opposite process as compared to feedback. In feedforward, a review is generally provided beforehand by the tutor to the student, which mostly contains an acknowledgement or a suggestion from a tutor.Lappi and Mole (2018), expressed that feedforward further allows a student to incorporate key takeaways essential for the study of business management.

The basic advantages of providing feedforward further encourage students to incorporate detailed guidelines referring to how business management is facilitated within organisational boundaries (Jaramillo, Mejias and Wang, 2019). Hence, the application of Gibbs Reflective cycle into feedforward is further justified based on action plans, conclusion and analysis stages. Under action plans conclusion and analysis, application of feedforward further allows a student to articulate necessary strategies needed to be implemented for achieving a higher understanding of business management strategies applied within organisational boundaries. The further application of Gibbs Reflective cycle for feedback can be categorised based on evaluation, description and feelings stages (Schnell et al. 2018). Under these stages, feedback provided by a tutor to a student generally encompasses major areas of improvement required to facilitate a better understanding of how business management process can be improved within an organisational boundary.

The added impetus of reflective learning can be further prioritised based on improvements facilitated for future formative and summative assessments. Improvements for future formative and summative assessments are further deemed to be a necessary aspect to ensure that a student attains highest available knowledge of business management. The application of reflective learning approach further informs a student as well as a tutor to understand how the learning process for business management can be utilised to gain a brief overview of the organisational structure for business management (Dutta et al. 2018). The primary improvement suggested for formative and summative assessment consists of adherence to short-term frequencies for undertaking a particular study module. The adherence to short frequencies for conducting formative and summative assessments shall further enable a student to structurally identify important nuances of business management to ensure progressive study module sustainability in the near and distant future (Janaideh et al. 2018).

The additional emphasis on formative and summative assessments is further deemed to be a necessary attribute, which harmonises a student to fetch a detailed understanding of learning practices needed to be followed. As stated by Mohsenzadeh et al. (2018), adherence to feedback and feedforward can be further prioritised by a tutor to ensure perennial growth of a student in the learning module for business management. The contribution of feedback for improvements in formative and summative assessments can be further determined when a student receives an appropriate study review regarding how key takeaways of business management are incorporated by the student. Alidadiani et al. (2018), illustrated that contribution of feedforward can be further justified for improvement in summative assessments, where suggestions allowed by a tutor beforehand enable a student to articulate necessary facets of business management in the regular learning modules (Zhu and Wang, 2018).

The importance and significance of formative and summative assessment can be further determined by evaluation of a student's progress for projects and assignments facilitated by the tutor. This is deemed to be a key stage, where a student is needed to be monitored continuously to appropriately achieve credible learning objectives. Major emphasis should also be provided on conducting frequent revisions and recapitulations in which learning objectives from previous assessment is considered thoroughly (Yang et al. 2020).

3: Conclusion

This essay has outlined the importance of reflective learning concerning identifying its importance in the regular study module for a concerned student. The additional emphasis of this essay has been further provided on application of the Gibbs Reflective Cycle as a plausible and reliable method to ascertain reflective learning. Major components include feelings and an action plan, which encourages a student to ascertain how study of business management can be further improvised and what future recommendations can be employed to achieve significant learning prowess. An additional discussion for feedback and feedforward has been further discussed in this essay, where feedback is provided after weekly learning performance, while feedforward is facilitated at the beginning of the learning module. Major Improvements suggested for improvising summative and formative learning further include distribution of learning modules in short completion frequencies.

References

Journals

Adeani, I.S., Febriani, R.B. and Syafryadin, S., 2020. USING GIBBS’REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS. Indonesian EFL Journal, 6(2), pp.139-148.

Al Janaideh, M., Rakotondrabe, M., Al-Darabsah, I. and Aljanaideh, O., 2018. Internal model-based feedback control design for inversion-free feedforward rate-dependent hysteresis compensation of piezoelectric cantilever actuator. Control Engineering Practice, 72, pp.29-41.

Alidadiani, N., Ghaderi, S., Dilaver, N., Bakhshamin, S. and Bayat, M., 2018. Epithelial mesenchymal transition Transcription Factor (TF): The structure, function and microRNA feedback loop. Gene, 674, pp.115-120.

Bascetta, L. and Incremona, G.P., 2021, June. Design of Sliding Mode Controllers for Quadrotor Vehicles via Flatness-based Feedback and Feedforward Linearization Strategies. In 2021 European Control Conference (ECC) (pp. 1622-1627). IEEE.

Dahl, A.J., Peltier, J.W. and Schibrowsky, J.A., 2018. Critical thinking and reflective learning in the marketing education literature: A historical perspective and future research needs. Journal of Marketing Education, 40(2), pp.101-116.

Dutta, S., Jha, S., Sankaranarayanan, S. and Tiwari, A., 2018. Learning and verification of feedback control systems using feedforward neural networks. IFAC-PapersOnLine, 51(16), pp.151-156.

Jaramillo, J., Mejias, J.F. and Wang, X.J., 2019. Engagement of pulvino-cortical feedforward and feedback pathways in cognitive computations. Neuron, 101(2), pp.321-336.

Kreiman, G. and Serre, T., 2020. Beyond the feedforward sweep: feedback computations in the visual cortex. Annals of the New York Academy of Sciences, 1464(1), pp.222-241.

Lappi, O. and Mole, C., 2018. Visuomotor control, eye movements, and steering: A unified approach for incorporating feedback, feedforward, and internal models. Psychological bulletin, 144(10), p.981.

Li, Y., Chen, W., Liu, C. and Deng, M., 2020. Nurses’ psychological feelings about the application of Gibbs reflective cycle of adverse events. American Journal of Nursing, 9(2), pp.74-78.

Majeed, A. and Hassan, A.M., 2018. The effectiveness of a proposed program in some scientific texts of the Holy Qur’an, and in light of the Gibbs Meditation Course. Reflective cycle for the development of visual thinking and some science processes among third-grade primary students, an Egyptian pathway in the Kingdom of Saudi Arabia. Egyptian Journal of Science Education, 21(9), pp.1-74.

Markkanen, P., Välimäki, M., Anttila, M. and Kuuskorpi, M., 2020. A reflective cycle: Understanding challenging situations in a school setting. Educational Research, 62(1), pp.46-62.

Mohsenzadeh, Y., Qin, S., Cichy, R.M. and Pantazis, D., 2018. Ultra-Rapid serial visual presentation reveals dynamics of feedforward and feedback processes in the ventral visual pathway. Elife, 7, p.e36329.

Yang, X., Liu, H., Xiao, J., Zhu, W., Liu, Q., Gong, G. and Huang, T., 2018. Continuous friction feedforward sliding mode controller for a TriMule hybrid robot. IEEE/ASME Transactions on Mechatronics, 23(4), pp.1673-1683.

Zhu, Q. and Wang, H., 2018. Output feedback stabilization of stochastic feedforward systems with unknown control coefficients and unknown output function. Automatica, 87, pp.166-175.