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dc.contributor.authorStoner, Alexis Marinoen_US
dc.date.accessioned2016-05-03T08:00:41Z
dc.date.available2016-05-03T08:00:41Z
dc.date.issued2016-05-02en_US
dc.identifier.othervt_gsexam:7290en_US
dc.identifier.urihttp://hdl.handle.net/10919/70885
dc.description.abstractKey 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.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectsituated learningen_US
dc.subjectreflectionen_US
dc.subjectmindfulnessen_US
dc.subjectreflection-in-actionen_US
dc.titleA Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environmenten_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairCennamo, Katherine S.en_US
dc.contributor.committeememberLockee, Barbara B.en_US
dc.contributor.committeememberBurton, John K.en_US
dc.contributor.committeememberRedican, Kerry J.en_US


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