Critical reflection assessment item 1 PDF

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SWOT Analysis: INTERNAL: Strengths (in learning):  Individual Work  Student-centered learning  Online learning  Task-based learning  Blended Learning  Interactive learning  Self-regulated learning  Planning essays and reports  IT skills  Self-efficacy – Confidence in certain topics e.g. Biology, English, Arts  Paraphrasing  Resilience  Seeking feedback  Using feedback  Intercultural competence  Planning essays and reports  Paraphrasing  Knowledge of syllabus  Knowledge of curriculum Weaknesses (in learning):  Group Work  Teacher-centered learning  Exam-based learning  Time Management  Referencing and citation  Self-efficacy – Not confident in certain topics e.g. Math, Chemistry  Preparing for Exams  Taking Exams  Referencing and criticism EXTERNAL: Opportunities:  English  Pets: My dogs and cats  Relatives and friends at/finished university Threats:  Work is a time threat  Long commute  Living out of home - $325 per week rent  First in family to go to university – threat to confidence and self belief Critical Reflection

Australian tertiary education requires students to have prior learning skills that achieve essential learning including self-efficacy (P. C. Lee and Z. Mao, 2016), self-regulation (Zimmerman, 2002), resilience (R. S. Newman, 2002), and ability to utilise feedback (A. Rowe, 2010). Through the use of a SWOT analysis I have identified two challenges that impact my studies, these being time management and group work. This critical reflection will identify why time management and group work is a challenge and what strategies I can utilise to overcome them and succeed throughout my studies. The first challenge I face, in my tertiary studies, is my inability to manage my time. Time management is defined as a ‘resource’ that ‘must be used the instant it is received’, and in order to better manage time it is important to ‘learn to manage ourselves and our resources’ (R. Cannon, 1996). Time management is an important ‘skill’ and ‘behavior’ a student must obtain in order for potential ‘achievement’ of short-term and long term ‘objectives’(B. K. Britton and A. Tesser, 1991), therefore having a significant importance towards academic success. In my previous experiences I have tended to struggle with my time management due to self-doubt, ‘parental expectations’, and ‘perfectionist tendencies’, regardless of my attempts to succeed (S. S. Shih, 2017). My time management can be improved by ‘identifying needs and wants’ and ‘ranking them in regard to their importance’, ‘allocating time accordingly’ and ‘delegating work’ (T. H. Macan, C. Shahani, R. L. Dipboye and A. P. Phillips, 1990). Using these techniques will enable me to effectively improve my overall time management skills. The second challenge I face, in my tertiary studies, is my inability to work in a group. Group work is defined as any ‘interactive and collaborative process’ that requires people to work constructively on set tasks. Group work is important because it is an ‘educational mode’ that encourages ‘learning and socialization’ amongst students. In my previous experiences I have struggled with group work due to my introverted personality, inability to work in group exercises and group members not participating accordingly. My inability to work in a group can be improved by ‘positive interdependence’, ‘individual accountability’, ‘face-to-face promotive interaction’, ‘interpersonal and small group skills’ and ‘group processing’. The use of these techniques will enable me to encourage and be willing to help my group members, assist in the pursuit of the overall goal, improve communication skills and assist in my participation of an effective relationship among members (K. Forslund Frykedal and E. Hammar Chiriac). Conclusive to this reflection I have identified that my two greatest challenges, in tertiary studies and in future education, is my inability to manage my time and work in groups. The above analysis provided solutions to overcome these weaknesses, that could substantially improve my learning and collaboration in my tertiary education and future study endeavours.

References:

Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology,83(3), 405-410. doi:10.1037//0022-0663.83.3.405 Cannon, R. (1996). 'Time Management': A review of issues and strategies for academic staff. University of Wollongong Teaching & Learning Journal,3(1), 8th ser., 37-44. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1035&context=overview Frykedal, K. F., & Chiriac, E. H. (2017). Student Collaboration in Group Work: Inclusion as Participation. International Journal of Disability, Development and Education,65(2), 183198. doi:10.1080/1034912x.2017.1363381 Lee, P. C., & Mao, Z. (2016). The relation among self-efficacy, learning approaches, and academic performance: An exploratory study. Journal of Teaching in Travel & Tourism,16(3), 178-194. doi:10.1080/15313220.2015.1136581 Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students time management: Correlations with academic performance and stress. Journal of Educational Psychology,82(4), 760-768. doi:10.1037//0022-0663.82.4.760 Newman, R. S. (2002). How Self-Regulated Learners Cope with Academic Difficulty: The Role of Adaptive Help Seeking. Theory Into Practice,41(2), 132-138. doi:10.1207/s15430421tip4102_10 Rowe, A. (2011). The personal dimension in teaching: Why students value feedback. International Journal of Educational Management,25(4), 343-360. doi:10.1108/09513541111136630 Shih, S. (2016). Factors related to Taiwanese adolescents academic procrastination, time management, and perfectionism. The Journal of Educational Research,110(4), 415-424. doi:10.1080/00220671.2015.1108278 Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice,41(2), 64-70. doi:10.1207/s15430421tip4102_2...