386 Reflection on Reflections: How Students Experience Reflection Assignments?

Abstract Reflection exercises provide students with opportunities for deep learning. The objective was to evaluate students' experiences during multiple reflection assignments identify strengths and weaknesses of the activity evidence-based strategies improvement. A total 21 reflected every week a semester long group project in an Animal Science Capstone course. final assignment included evaluation previous weekly assignments. For this study, were collected qualitative thematic analysis conducted strengths, weaknesses, learning theories involved, student wishes as major theme categories. reflections coded MAXQDA. Network maps created Girvan-Newman cluster analyses UCINET NetDraw software. We identified 9 clusters(Q=0.741) from correlations codes at p < 0.01(Fig.1). Node sizes indicated betweeness centrality values. In highest correlations, thought they able track progress, develop critical thinking, self-awareness but expressed that distinct prompts less frequent submissions would be more effective. Students reported activities helpful maintain focus on support self-evaluation structured format help them. To consistent, focused reporting rather than reflecting Although briefly acknowledged theoretical aspects including; knowledge construction, schema building, perspective taking, struggled lack skills not being perform metacognition. Overall, enjoyed process, took stress relief self-care, appreciated peer support, attributed self-realization, change beliefs assumptions Some failed make connections, considered relevance scaffolding which, could addressed using goal setting, well constantly recalling recapping activities.