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Mindful Reflection: Does Intentional...

Sullivan, Tracy Noel.

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Mindful Reflection: Does Intentional Reflection Enhance Learner Creativity and Innovation?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mindful Reflection: Does Intentional Reflection Enhance Learner Creativity and Innovation?/
Author:	Sullivan, Tracy Noel.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	180 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002608
ISBN:	9798662398405

Mindful Reflection: Does Intentional Reflection Enhance Learner Creativity and Innovation?
Sullivan, Tracy Noel.

Mindful Reflection: Does Intentional Reflection Enhance Learner Creativity and Innovation? - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 180 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--Northcentral University, 2020.

This item must not be sold to any third party vendors.

The problem that this study investigated is an apprehension that current academic learning environments, coupled with the current pedagogical strategies and techniques that are utilized, are not conducive for student learning and limit a learner's ability for creativity and innovation. This impacts a variety of stakeholders throughout a variety of domains which includes learners, educators, learning institutions, businesses, industries, and ultimately society as a whole. The purpose of this study was to explore pedagogies that intentionally facilitated and embedded acts of mindful reflection in an academic setting to determine if it enhanced learner creativity and innovation. With the utilization of Bronfenbrenner's classroom ecology theory this study investigated the complexity of the relationships between that of the learners/students, the learning environment, and the mentors/instructors. As the eight participants fluidly weaved in and out of two of Bronfenbrenner's ecosystems (e.g., the microsystem and the mesosystem) a qualitative methodology with a case study design provided the ideal foundation for observation, semi-structured interviews, and group discussions. The participants included six learners/students and two mentors/instructors, while each mentor/instructor had their own area of expertise. Three research questions were explored which addressed all participant's perceptions with regard to the contributions of the environmental conditions, the pedagogical approaches utilized, and the overall level of learner output with regard to the quality of creativity and innovation. The findings revealed that, in fact, the symbiotic relationships that are created in a learning environment that demonstrates a culture of calculated risk taking, while facilitating mindful reflection techniques, enhances learner creativity and innovation. The potential implications of these findings can aid in the reconstruction of the vast landscape for education in America. Heightened by America's current situation with regard to the corona virus disease these findings could help to guide the evolution of educational institutions when determining how the landscape will unfold. Future research in the areas of education are warranted with regard to new models of education delivery and the pedagogies utilized in hybrid curriculum models. As the educational domain evolves investigations need to continue in order to address the complex societal concerns such as social distancing.

ISBN: 9798662398405Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Bronfenbrenner's theory

Mindful Reflection: Does Intentional Reflection Enhance Learner Creativity and Innovation?
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500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
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520 $a The problem that this study investigated is an apprehension that current academic learning environments, coupled with the current pedagogical strategies and techniques that are utilized, are not conducive for student learning and limit a learner's ability for creativity and innovation. This impacts a variety of stakeholders throughout a variety of domains which includes learners, educators, learning institutions, businesses, industries, and ultimately society as a whole. The purpose of this study was to explore pedagogies that intentionally facilitated and embedded acts of mindful reflection in an academic setting to determine if it enhanced learner creativity and innovation. With the utilization of Bronfenbrenner's classroom ecology theory this study investigated the complexity of the relationships between that of the learners/students, the learning environment, and the mentors/instructors. As the eight participants fluidly weaved in and out of two of Bronfenbrenner's ecosystems (e.g., the microsystem and the mesosystem) a qualitative methodology with a case study design provided the ideal foundation for observation, semi-structured interviews, and group discussions. The participants included six learners/students and two mentors/instructors, while each mentor/instructor had their own area of expertise. Three research questions were explored which addressed all participant's perceptions with regard to the contributions of the environmental conditions, the pedagogical approaches utilized, and the overall level of learner output with regard to the quality of creativity and innovation. The findings revealed that, in fact, the symbiotic relationships that are created in a learning environment that demonstrates a culture of calculated risk taking, while facilitating mindful reflection techniques, enhances learner creativity and innovation. The potential implications of these findings can aid in the reconstruction of the vast landscape for education in America. Heightened by America's current situation with regard to the corona virus disease these findings could help to guide the evolution of educational institutions when determining how the landscape will unfold. Future research in the areas of education are warranted with regard to new models of education delivery and the pedagogies utilized in hybrid curriculum models. As the educational domain evolves investigations need to continue in order to address the complex societal concerns such as social distancing.
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