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1、本文是中英对照毕业设计论文外文文献翻译，下载后无需调整复杂的格式直接可用！一辈子也就一次的事！文献引用作者出处信息:Arthur James Swart 2019 IEEE Global Engineering Education,2019 (如觉得年份太老，可改为近2年，毕竟很多毕业生都这样做)英文4290单词，28950字符(字符就是印刷符)，中文6550汉字。（如果字数多了，可自行删减，大多数学校都是要求选取外文的一部分内容进行翻译的。）Using reflective self -assessments in a learning management system to promot
2、e student engagement and academic successAbstractLearning management systems have the capabilities of creating, fostering, delivering, and facilitating learning at anytime and anywhere, allowing students to engage in online discussion and collaborative activities. However, many researchers feel that
3、 the online space essentially remains a repository for content. However, the fact that some academics use such systems as a content dumping site cannot be generalized. No, such a blanket statement would be a grave injustice to those few academics that are trying to improve the teaching and learning
4、process, especially through reflective practice. The purpose of this paper is to highlight how an academic in electrical engineering has effectively used BlackboardTM to promote student engagement and academic success through online reflective self-assessments. An ex-post facto study is used with de
5、scriptive statistics of the quantitative data. Two groups of students enrolled for different electronic communication modules were asked to complete biweekly online reflective self-assessments via BlackboardTM. Results indicate that those who completed more than 50% of these self-assessments were al
6、most twice as likely to achieve academic success as compared to those who completed less than 50% of them. These results tend to suggest that some academics are using educational technology more effectively than other academics, to the benefit of students and higher educational institutions.Keywords
7、Reflective practice, BlackboardTM, university of technologyI.INTRODUCTION“By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is the bitterest.” These words, by Confucius, clearly suggest that personal r
8、eflection is one of the noblest, if not most critical, pedagogical methods for acquiring wisdom. However, one must reflect, or meditate, on knowledge that is accurate, be it either scientific or spiritual, and then act upon it to become truly wise. In fact, wisdom may be defined as “the application
9、of tacit as well as explicit knowledge as mediated by values toward the achievement of a common good” 1.Explicit knowledge is often conveyed to students by means of prescribed textbooks, journal articles or conference papers which have generally been peer-reviewed by experts in the relevant field of
10、 study. However, simply granting students access to this explicit knowledge does not guarantee that they will be able to understand or even apply it in their everyday lives. More is required from academics to ensure that students graduate from university with the right graduate attributes in order t
11、o make a significant contribution to the socio-economic development of their communities. A key pedagogy that academics need to use in achieving this mandate is that of reflective practice!Reflective practice is defined as the ability to focus on beliefs and values that inform an individuals actions
12、 2. Another definition states that it is “the cognitive processes and an open perspective that involves deliberate pause to examine beliefs, goals and practices in order to gain new or deeper understandings that leads to action that improves the lives of students” 3. Both these definitions include t
13、he words “beliefs” that inform ones “actions”. Correct student beliefs or perceptions regarding any fundamental theoretical principles must be acquired if students are to act wisely to the benefit of themselves and the society at large. Students must therefore be encouraged to reflect, or meditate,
14、on their newly acquired theory, or explicit knowledge, in order to correctly apply it in practice. This in turn leads to tacit knowledge. Transforming tacit knowledge into assessable learning may be achieved through reflective assessments 4. An example of reflective assessments includes online self-
15、assessments which are included as one of the many features in a learning management system (LMS) 5.Although a LMS may possess many advantages, many academics believe that this online space has essentially remained a content repository for syllabi 6, for handouts 7 and for traditional assignments 8.
16、Furthermore, student enthusiasm for the web has burst the banks of LMS, such as BlackboardTM, and flooded onto myriads of different social networking platforms. Subsequently, lvarez et al. 9 states, that despite the advantages of LMS for supporting the process of teaching and learning, the true potential of LMS have not yet been fully utilized by academics or students. This tends to suggest that many of the integrated features and functiona
