Orientation for Success in Higher Education: Learning Styles, Reflective Practice, and Feedback

This report discusses the importance of active participation in higher education and highlights three learning models: Kolb's theory of learning, VARK, and Gibb's Reflective cycle. It also provides ways to be a better scholar through reflective practice and feedback, and explains the role of feedback and feedforward in higher education.

Orientation for success
in Higher Education

Contents
INTRODUCTION...........................................................................................................................2
Part 1 About all 3 modules(vark,gibs,kolb)............................................................................2
Part 2 One of the modules to talk about it,reflective practice,benefit of practice,how to be a
better scholar..........................................................................................................................4
Gibb's Reflective cycle...........................................................................................................4
Various ways to be a better scholar....................................................................................5
Part 3 Role of feedback and feedforward...............................................................................5
CONCLUSION................................................................................................................................5
REFERENCES................................................................................................................................6
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INTRODUCTION
For the purpose of being a successful student during higher education, students are
required to take active part in activities so that they are able to manage the time and studies. The
report is going to highlight the three models such as Kolb's theory of learning, VARK and Gibb's
Reflective cycle which are concerned with the various learning styles that allows the students to
be more successful in process of learning (Brown and Fridman, 2020). As there are various ways
to be a better scholar and an outstanding student such for the purpose of improvement in life so,
the report will also demonstrate such ways. In order to enhance the current performance of the
student, feedback and feedforward both plays a major role in offering constructive guidance for
the students so that they can perform better in the life. It also helps the students to be more
productive and it also reduces the gap between understanding and goals. The report also
explained the role of feedback and feedforward (Bhattacharya and Coombs, 2018).
Part 1 About all 3 modules(vark,gibs,kolb)
All three learning styles are explained below-
 Kolb's theory of learning
It contains of four stages in which the learners can get the knowledge with the help of creating
the level of knowledge by interacting with the environment (Covaci, 2019).The four stages are
explained below-
Stages Explantation
First stage
Concrete Experience(CE)
This journey starts with the Concrete
experience that supports in having a new
experience or re-imagining the previous
experience of past
Second stage
Reflective Observation(RO)
After the first stage, the students get engage in
next stage that is Reflective Observation.
Under this the students are allowed to ask
questions and also discussing their experiences
with others.
Third stage The next stage is Abstract Conceptualization,
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Abstract Conceptualization
in which the students get the new ideas on the
basis of last stage and experiences. They are
now able to generate abstract principles which
can be applied to the future.
Fourth stage
Active Experimentation(AE)
Active Experimentation as this is the last step
of testing and in which the students are able to
make predictions and plan as per their level of
knowledge in the coming future (Davison,
2019).
 VARK
The model is used by teachers in order to promote the best learnings so that the students can
learn and understand their preferred learning style. VARK learning style allows the students to
be more understanding
VARK stands for
Learning Stands for
V Stands for Visual
That comprises of diagrams, graphs, flow charts, patterns, shapes,
maps and many others
A Stands for Aural
That comprises of information on the basis of heard and spoken &
some students prefer to learn from lectures, emails, mobile phones,
webchat, speaking, group discussion and many others (Grawe, 2018) .
R Stands for Read/Write
It is preferred by many teachers and students and it comprises of text-
based inputs such as reports, assignments and essays (Bass and et.al.,
2020).
K Stands for Kinesthetic
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That comprises of real experiences, case studies, demonstrations and
practises. As students can also learn by doing the task by themselves.
 Gibb's Reflective cycle
Graham Gibbs
Such model is said to be the to work through an experience There are five stages in the cycle
which are useful in dealing with the situations and reflect on the improvement
1. Description- As per the case of work assignment the tasks are divided into various
sections so that the task can be completed with in the time limit
2. Feelings- Under this step the students are encouraged so that they can talk about their
experience during the situation
3. Evaluation-This steps helps in finishing the work on time that makes the students
more productive and that will bring the new level of mastery in the work.
4. Conclusions- Under this the final conclusion is made on the basis of the previous
steps that will summarise the actions which can be helpful in the future (Kaplin and
et.al., 2019).
5. Action- This stage is important as it come up with a plan in order to make changes
that will elevate the level of taking action and making progress in the future
Part 2 One of the modules to talk about it,reflective practice,benefit of practice,how to be a better
scholar
Gibb's Reflective cycle
Graham Gibbs developed the Gibbs' reflective cycle in 1988 which is related to learning from
experience and useful in dealing with the situations and make improvements. It further assists in
evaluating the content and examine the mistakes that should be correct in further work or learn
the plan that was gone well positively which help in future (Day, Admiraal and Saab, 2021).
 Description- Under this various questions are described and asked about the work
assignment and that was divided into various sections in order to get the tasks done. Feelings-Every non accomplishment of task has a feeling of failure that helps in
improving the situation of all students. I was confused before starting the project I
thought our plan would not work but we felt good when we succeeded. Today, I am
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feeling good as I did my work in a proper way that will help in life and I learnt so many
thing for the better future (Kelchen, 2018). Evaluation- With the help of dividing the work, we finished the work on time that made
us more productive and we achieved a new level of mastery. We divided the work and
that went well. Conclusions-I should have managed the time properly and after discussion with my
teacher I found that I need to build up my confidence in order to deal with the challenges
of my mind (Mehrasa and et.al., 2020).
 Action- Under Action plan, I will aim to develop my skills in future such as dealing with
the team mates and I will also discuss with my teachers to work out the strategies for how
I can achieve this.
Various ways to be a better scholar
There are various ways to be a better scholar which are explained below- Studying new topics: When being a scholar several aspects about self-education and
dedicating time to study is being taken into consideration. Under the element, I will be
able to grab better learnings of new topics and develop better literature throughout my
study area (Hepburn and et. al., 2021).
 Making learning a priority: As being a scholar developing better understandings and
priority to learnings plays a vital role. Under the segment effective basis of workings can
be established that ensures completion of the provided task at the desired level of output
(Zeng and et. al., 2018).
Part 3 Role of feedback and feedforward
The term feedback refers to sharing of key observation points being noticed by the
mentor or trainer. This clarifies several doubts faced by a trainee or a student when being
engaged in the practical assessment. On the other hand, feedforward refer to any suggestions or
recommendations being made by a subordinate or employee at a workplace to the respective
manager or director of the workplace (Mulryan-Kyne, 2021). There is a greater role of both the
terms when being engaged with personal or professional working standards (Mountain and et.
al., 2022);
Role of feedback
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 Facilitates improvements: Through feedback, an individual learner is able to facilitate
effective improvements in context to learnings gained during the course of work. Effective learnings: An individual learner can acquire effective learning by ascertaining
feedbacks. This will deliver coordinative efforts when being engaged with acquiring
feedbacks on regular basis (Austin, Gilkison and Clemons, 2020).
Role of feedforward Facilitate changes: When an individual is engaged in the context of feedforward better
understandings of changes required at the workplace can be analysed. Being under the
element quality of improvements can be made with respect to performing activities in
competitive business environment (Zhu and Wang, 2018).
 Establishes flexible workings: Through the concept of feedforward manager of an
institute can facilitate better employee engagement. This will deliver flexibility in the
operations of the workforce.
CONCLUSION
It can be concluded from the above report that in higher education, students are required
to take an active part in activities so that they are able to manage their time and studies. Through
application of the relevant model, it can be said that the current performance of the student,
feedback and feedforward both plays a major role in offering constructive guidance for the
students so that they can perform better in life. It also helps the students to be more productive
and it also reduces the gap between understanding and goals.
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REFERENCES
Books and Journal
Austin, D., Gilkison, A. and Clemons, J., 2020. Turning reflection into learning: a practice
development tool for midwifery students. Reflective Practice, 21(3), pp.301-315.
Bass, J., Sidebotham, M., Creedy, D. and Sweet, L., 2020. Midwifery students’ experiences and
expectations of using a model of holistic reflection. Women and Birth, 33(4), pp.383-
392.
Bhattacharya, M. and Coombs, S., 2018. Formalytics as real-time feedback and feedforward for
sustainable lifelong learning pathways. Journal of Interactive Learning
Research, 29(4), pp.497-506.
Brown, K. and Fridman, I., 2020. Transforming feedback: An application framework for group
feedback videos in design. International Journal of Art & Design Education, 39(1),
pp.139-152.
Covaci, M., 2019. The Vark model investigated at the students from PPPE. Journal of Education
Studies (JES) Volume I, (1).
Davison, C., 2019. Using assessment to enhance learning in English language education. Second
handbook of English language teaching, pp.433-454.
Day, I.N., Admiraal, W. and Saab, N., 2021. Designing Assessment and Feedback to Improve
Student Learning and Student Success. In Student Retention and Success in Higher
Education (pp. 217-249). Palgrave Macmillan, Cham.
Grawe, N.D., 2018. Demographics and the demand for higher education. JHU Press.
Hepburn, L.A., Borthwick, M., Kerr, J. and Vasnev, A., 2021. A strategic framework for
delivering ongoing feedback at scale. Assessment & Evaluation in Higher Education,
pp.1-13.
Kaplin, W.A., Lee, B.A., Hutchens, N.H. and Rooksby, J.H., 2019. The Law of Higher
Education, A Comprehensive Guide to Legal Implications of Administrative Decision
Making. John Wiley & Sons.
Kelchen, R., 2018. Higher education accountability. JHU Press.
Mehrasa, M., Sharifzadeh, M., Babaie, M. and Al-Haddad, K., 2020, June. Power sharing
management of a PEC9-based microgrid by feedback-feedforward control strategy.
In 2020 IEEE 29th International Symposium on Industrial Electronics (ISIE) (pp. 1062-
1067). IEEE.
Mountain, K., Teviotdale, W., Duxbury, J. and Oldroyd, J., 2022. Are they taking action?
Accounting undergraduates’ engagement with assessment criteria and self-regulation
development. Accounting Education, pp.1-27.
Mulryan-Kyne, C., 2021. Supporting reflection and reflective practice in an initial teacher
education programme: An exploratory study. European Journal of Teacher
Education, 44(4), pp.502-519.
Zeng, W., Huang, F., Yu, L. and Chen, S., 2018. Towards a learning-oriented assessment to
improve students’ learning—a critical review of literature. Educational Assessment,
Evaluation and Accountability, 30(3), pp.211-250.
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.
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