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Reflection for Situated Learning: a Mindful Approach

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Reflection for Situated Learning: a Mindful Approach Running Head: REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment Alexis M. Stoner Dissertation submitted to the faculty of Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction (Instructional Design and Technology) Dr. Katherine S. Cennamo (Chair) Dr. John K. Burton Dr. Barbara B. Lockee Dr. Kerry J. Redican March 15, 2016 Blacksburg, VA Keywords: situated learning, reflection, mindfulness, reflection-in-action Copyright © 2016 Alexis M. Stoner REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment Alexis M. Stoner Abstract Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill- structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in- action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action. iii REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH Dedication To my husband, Brett R. Stoner, and son, Samuel R. Stoner I am forever grateful for your love, support, and encouragement throughout this process. I cannot imagine this journey of life without you. Sam, your recent arrival into my life has forever changed me. Becoming a parent has been an incredible experience and we are so blessed to have you as our son. To my parents, Lesia Marino-Brolinson and Samuel V. Marino Mom, I am the person I am today because of you. I cannot thank you enough for all of the support, encouragement, and sacrifices you have made to give me the opportunities and experiences my life has had to offer. Dad, while you are no longer with us, not a day goes by I don’t think of you. Your love, laughter, and spirit will always be with me. To my sister, Dr. Natalie M. Fadel I am so lucky to have you as my big sister and my best friend. Thank you for your love, support, and inspiration. iv REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH Acknowledgements There are many people I would like to thank as this dissertation process would not have been possible without them. I first would like to thank my committee chair, Dr. Katherine Cennamo. I have truly enjoyed working with you throughout this process. I am very grateful for your support, encouragement, and advice. I would also like to thank my committee members, Dr. Barbara Lockee, Dr. John Burton, and Dr. Kerry Redican. Your feedback, encouragement, and guidance is greatly appreciated. I have enjoyed getting to know each of you and learning a great deal from each of your expertise. Thank you to my expert reviewers. I appreciate you taking time out of your very busy schedule to help my improve my model and contribute to the field of instructional design. Your expertise and feedback was very valuable to this process. I would like to also thank what we referred to as our “Dissertation Support Group.” Eric Stauffer, Heidi Dickens, and Alicia Johnson, I cannot imagine my experience in this program without your friendship, advice, and encouragement. I will truly miss our meetings and time spent together in class. I am looking forward to working with the three of you in the field as colleagues. Finally, I would like to thank my greatest cheerleaders, my family and friends. Without my husband’s continual support and sacrifices, this would never have been possible. In addition, I am so blessed to have such amazing friends and family. Their support was invaluable and I am forever grateful. I also want to specifically thank my step-father, Dr. Per Gunnar Brolinson. He not only has been a mentor and inspiration for me in my career, but provided much appreciated company during my weekly trips to Blacksburg. v REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH Table of Contents CHAPTER 1 ................................................................................................................................... 1 Introduction and Need for the Study ............................................................................................... 1 Purpose of Study ............................................................................................................................. 5 Methodology ................................................................................................................................... 7 Benefits and Potential Limitations to the Study ............................................................................. 8 Organization of this Study .............................................................................................................. 8 CHAPTER 2 ................................................................................................................................. 10 Introduction ................................................................................................................................... 10 Review of the Literature ............................................................................................................... 10 Situated Learning ...................................................................................................................... 10 Situated learning as an instructional strategy ........................................................................ 13 Designing instruction for situated learning ........................................................................... 15 Reflection in situated learning ............................................................................................... 19 Reflection-in-action ................................................................................................................... 22 Mindfulness ............................................................................................................................... 24 Mindfulness in education....................................................................................................... 26 Mindfulness as an instructional strategy ............................................................................... 31 Mindfulness and Reflection-in-Action ...................................................................................... 35 Summary ....................................................................................................................................... 37 CHAPTER 3 ................................................................................................................................. 39 Introduction ................................................................................................................................... 39 Study Design ................................................................................................................................. 39 Design and Development Research........................................................................................... 39 Phase 1: Literature Review ....................................................................................................... 42 Phase 2: Model Development ................................................................................................... 44 Phase 3: Expert Review Evaluation .......................................................................................... 46 Phase 4: Revision ...................................................................................................................... 47 CHAPTER 4 ................................................................................................................................. 48 Introduction ................................................................................................................................... 48 Literature Review Results ............................................................................................................. 49 Strategies for Reflection in Situated Learning .......................................................................... 49 vi REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH Build a context and environment that promotes reflection. ................................................... 51 Incorporate social interaction with others. ............................................................................ 52 Provide feedback. .................................................................................................................
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