MAN126 Assignment Sample – Continued Personal and Professional Development 2022
CPD (Continuing Professional Development) and PDP (Professional Development Plan) is found to be important as it ensures individuals along with their knowledge to stay effective and relevant at every stage of their life. It also helps individuals to accomplish their professional as well as professional goals in a systematic and accurate manner.
Thus, in the next following sessions, I am going to discuss the effectiveness of developing CDP or PDP in my present and future academic as well as professional career. As a student of business management, how CPD or PDP can serve as beneficial to enhance my opportunities toward achieving future career goals will also be highlighted briefly.
The term “learning style” signifies and illustrates the different literary style that every student adopts based on his or her learning needs. Students or individuals are required to understand their way of learning so that they could implement effective strategic practices in their respective assessments, curriculum and activities respectively.
As mentioned by Özer et al. (2019), understanding one’s learning style can serve as beneficial for the educators or teachers to provide them effective ways to enhance their skills in specific subject areas. Being a student in business management, I have identified that every individual or student is required to consider a specific learning style based on his or her learning and the professional required to foster his or her career efficiently.
Andersson and Köpsén (2019) highlights that learning styles for students are found to be constituted with three different categories such as Kinesthetic Learners, Auditory Learners and Visual Learner respectively.
Figure 1: Different learning style categories
(Source: Andersson and Köpsén, 2019)
It is identified that the preferred mode of learning for students is found to influence significantly upon one’s learning as well as behaviours. Identifying the learning styles, students can develop suitable learning strategic approaches to enhance their chance towards accomplishing their target goals.
In my case, I follow linguistic as well as visual learning style to understand specific subject areas. Hughes (2020) mentioned that visual learners often show their interest to get information regarding specific subjects through visual presentations. On the other hand, linguistic learners are found to show their flexibility towards learning new vocabularies.
I have noticed that I often utilise graphs, pictures, charts and other visual information to enhance and understand my knowledge on specific subject areas. Adding to this, I also prefer to explore my knowledge beyond my theoretical knowledge that in turn helps me to enhance my skills and knowledge in a more efficient manner (Erlina et al. 2019).
However, I have noticed that being a visual linguistic learner I failed to obtain adequate communication opportunities with my peers or colleagues that hinder my chance to enhance team coordination skills. I often found it difficult to share or present my perspective in front of others due to which I have witnessed disparities in any kind of group of projects.
According to Saygılı (2017), in order to get academic and professional success, one must enhance their problem solving and critical thinking capabilities. During different groups project activities regarding business management areas; I failed to resolve any kind of challenges such as team conflict, conflict of interest, misunderstanding and others.
This in turn hinders my chances to gain success in different group assignments and projects respectively. In relation to my present learning activities and styles, the following table highlights the CPD that can help me to foster my career growth along with maximising my professional opportunities in the future.
|Ranking||CPD activities related to the PDP||Descriptions||Timelines|
|1||To become a tactical Learner||Tactical learners are found to be effective for students that include physical interaction with specific subject areas or things. This can serve as beneficial to get “real-time hands- on experiences” beyond relying only on the concept explained by teachers.||Within next 4-5 months|
|2||To develop and improve communication skills||Effective communication plays a significant role for any individual in terms of training knowledge with others and builds effective relationship with peers and colleagues that help to accomplish academic as well as professional goals.||Within next 2-3 months|
|3||To enhance critical thinking capabilities||Development of critical thinking abilities can serve as beneficial in terms of undertaking effective decisions against specific situations. Adding to this, it would also helps to understand the consequences of one’s actions upon others in more efficient manner.||Within next 5-6 months|
|4||To develop problem solving ability||Developing problem solving ability helps students to generate effective social as well as situational awareness. At the same time, students can learn to manage their time to accomplish specific project or assignments.||Within next 7-8 weeks|
Table 1: CPD plan
In the context of the above table, it can be articulated that the identified improvements can serve as beneficial to improve my existing learning style and enhance my opportunities towards meeting future professional as well as academic career goals effectively.
As mentioned by Dewi et al. (2017), every individual is found to have specific goals in their lives, however, due to lack of focus and identification of improvements they fail to accomplish those goals accurately within specified time. In my case, I have noticed that I utilise the learning style that might not serve as beneficial to interlink my academic goals with the target professional goals accurately.
In this context, development of the mentioned CPD will serve as beneficial to improve my existing lag backs and I could gradually accomplish all my academic and professional goals in the future.
CPD or PDP is recognised as the systematic process to document and track skills, experiences and knowledge that can be gained informally or formally without having any kind of initial training. Özreçberoğlu and Çağanağa (2018) mentioned that CPD is found to be considered as the experiences or the knowledge that an individual obtained and implemented those experiences in real life situations.
In this context, I have identified that the CPD process allows me to manage my existing and future learning development process based on my existing skills or abilities. Self -directed, documented process, reflective learning, formal-informal learning and others are found to be the primary features of CPD process. Most of the professionals along with individuals have considered CPD as an essential aspect in their life.
This is because it allows them to analyse their skills improvement areas and maximise their opportunities towards adhering to different important professional standards in a systematic and effective manner. According to Tannehill et al. (2021), CPD allows any individual to retain an effective set of relevant skills along with knowledge that can serve as beneficial in terms of gaining prosperity in their professional life. In the context of my case, CPD can serve as beneficial in terms of identifying my areas of opportunities regarding knowledge and skills developments.
Adding to this, it also serves as an effective way to determine my target goal’s specified timeline based on which I could apply a strategic approach to accomplish those goals. As per Sum et al. (2018), CPD helps individuals to keep up to date regarding the practical as well as academic qualification in a systematic and effective manner.
As a business management student, I am always willing to get job opportunities in reputed organisations and show my concern towards developing academic knowledge that can serve as beneficial in my future professional career as well. In this context, I have noticed that CPD can serve as advantageous to enhance my learning capabilities in the knowledge that could foster a professional career as well.
Koskimäki et al. (2021) highlights that CDP is often considered as self-motivation tools as it illustrates individuals’ progression along with achievements synchronously. CPD is found to be categorised into two different segments such as formal-structured learning and informal-self-directed learning respectively. In this context, it can be mentioned that CPD has the potential to enhance the chance of accomplishing academic as well as professional career goals in a systematic, accurate and logical manner.
In order to illustrate critically the concept of CPD critically, the following two theoretical concepts can be underlined.
Learning style is found to become a popular concept in relation to the education and psychology that intended to illustrate how people can learn effectively and efficiently. It is identified that learning style plays a significant role for every individual as it helps to foster learning ability that directly influences and enhances their chance towards obtaining professional career objectives.
In the context of VARK model concept, it suggests that the learning style is found to be categories into four key leaders such as kinaesthetic, reading/writing, auditory, and visual respectively (Mirza and Khurshid, 2020).
Figure 2: VARK Model
(Source: Mirza and Khurshid, 2020)
In relation to the above figure, it can be highlighted that depending upon the student’s learning ability and requirements any of the identified learning styles is being followed. This is evidence that students can learn effectively while school activities and teaching methods match their respective learning styles, preferences and strengths respectively (bin Ismail and Haniff, 2020).
This can also influence individuals to perceive their academic and professional goals based on which they could execute a strategic approach to accomplish them systematically.
Maslow Hierarchical needs
Maslow’s hierarchical needs is found to be considered as a motivational concept that is being constituted with five human needs such as self actualization, self-esteem, Love or belonging, safety and psychological needs respectively.
Being a management student, I think students are required to have physical as well as emotional safety at the place where they enhance their learning abilities (Schulte, 2018).
Adding to this, students are required to improve their self-esteem and self-actualization needs based on which they could develop proper plan in relation to their academic and professional goals.
Figure 3: Mashlow’s hierarchical needs
(Source: Hale et al. 2019)
In the context of the mentioned figure, it can be mentioned that meeting self-esteem and self-actualisation can be beneficial for students to enhance their chance to improve their learning ability.
This in turn, enhances their chance towards fostering academic as well as professional career. In this context, it can be mentioned that this theory can be useful for students who are willing to enhance their professional opportunities by meeting academic goals.
Learning theory concept plays a significant role for any students or individuals to understand their learning style along with its effectiveness to their present as well as future career. In addition to this, it also serves as a beneficial way to make informed and effective decisions in the learning process (Mezirow, 2018).
As mentioned earlier the identified two model and theory concepts can serve as beneficial to meet learning needs systematically. In this context, the concert of the VARK model can serve as beneficial for individuals to acquire a positive attitude, skills, and knowledge in a systematic and accurate manner.
For example, in my case, I have identified that tactical or kinesthetic learning style is required to be adopted in terms of meeting my present and future career goals. Kinesthetic aspects from the VARK model can be effective for my career as it will help to maximise the retention of information that in turn improves my muscle memory as well (Espinoza-Poves et al. 2019).
As a business student, I have identified that having effective practical knowledge and critical thinking skills can enhance the chance of professional growth. However, due to lack of critical thinking and practical knowledge, I might not be able to get effective opportunities in my future professional career.
In this context, it can be mentioned that becoming a kinaesthetic and tactical learner can serve as beneficial to improve my problem solving along with critical thinking skills. This in turn can generate my confidence level and foster my academic and professional growth effectively (Dantas and Cunha, 2020).
Adding to this, it is identified that the concept of VARK model outlines and provides a systematic framework through which an individual can identify their learning capabilities in specific subject areas. This can enhance the chance to become a self-independent learner as well that can serve as advantageous in terms of meeting targeted goals.
Maslow’s hierarchy of needs theory has been discussed which effectively helps in understanding how the different stages of names can influence a learning process in students during their academic career (Ștefan et al. 2020).
The hierarchical needs theory has five different stages that lead to the achievement of motivation and feeling of success that triggers the learning and development cycle in an individual.
The psychological aspects of the hierarchical needs theory reflect the basic needs of an individual that are necessary for them to achieve their academic goals and objectives.
It can be stated that without the meeting these psychological needs of an individual continuous learning and development process cannot be achieved or inculcated in an individual.
The second requirement of the hierarchical needs theory reflects upon safety, which is essentially emotional and physical safety (Fallatah and Syed, 2018). In this regard, it has been seen that students who do not have the required physical safety are unable to visit schools, and therefore, the learning and development cycle in the students are inferior compared to the ones who visit schools on a regular basis.
Similarly, emotional safety is another important aspect as individuals who suffer from mental depression and peer pressure can find it difficult to achieve a proper learning and development process.
The third aspect of the hierarchical theory of needs refers to belonging where forming a relationship proves to be an important aspect (Hopper, 2020). It is necessary for individuals to form relationships with their peers and friends so that the effective communication and teamwork capabilities of an individual can be developed during the academic stages.
Thereafter comes the importance of esteem where the presence of positive culture and an environment where feedback is found to be an essential requirement. It has been seen that individuals who do not have a positive learning culture find it difficult to carry out the learning process due to the oppressing culture they find themselves in.
Therefore, the presence of a positive culture and feedback is also necessary so that individuals can positively carry out the continuous learning and development process even at their academic stages (Guo et al. 2019).
Finally, the aspect of self-actualisation is taken into consideration where students are able to learn because all the previously mentioned conditions are satisfied. This is the final stage of the needs theory where students achieve their desired level of motivation to carry out their learning and development process, which is an essential aspect.
|Academic goals||Professional goals|
|Becoming a tactical learner|
|● Ability to express and communicate with peers
● Group learning activities
● Effectiveness in terms of role-play activities
|● Assessment of practical objectives
● Improvements in any kind of physical activity related to the professional field
|● Better communication with peers
● Improvements in team-building goals and activities
● Ability to resolve group issues problems and internal conflicts
● Better communication with professors and trainers
|● Team building goals
● Communication with teammates
● Active listening
|● Achievement of critical academic objectives
● Generation of ideas
● Achieving academic goals
|● Identification of problems
● Innovative thinking capacity
● The utilisation of skill sets
|● Ability to resolve critical problems
● Ability to identify problems and come up with solutions
● Risk management approaches
|● Multiple solutions for critical problems
● Risk management skills
Table 2: Linking between academic and professional goals
Based on the above table that helps in linking the concerned academic goals that can help in achieving relevant professional goals it has been seen that the identified two goals have their importance both in the academic field as well as in the professional career.
Becoming a tactical learner not only helps in the academic field to increase the ability of an individual to communicate with peers but also helps them in group learning activities (Winne, 2017). Group learning activities are an important part of the academic session and this helps in understanding individuals how to work in a team or carry out activities such as role-play.
Activity like role-play is quite important and conducted quite frequently as a part of group practical activities and this helps an individual to understand how they would act in a particular situation that is stimulated to help them understand the problems and issues faced by different individuals at different positions.
Similarly, in terms of professional career, the ability of tactical learning helps in the assessment of practical objectives that are provided to individuals in the professional field (Westera, 2019). Hence, it also plays a major role in improving any kind of physical activity if an individual is told to do so.
For instance, supply chain managers or inventory managers are required to perform several activities in order to maintain the inventory and warehouses and in this regard tactical learning capabilities effectively help them to achieve any such activities with much more effectiveness (Spanjaard et al. 2018).
Similarly, improving communication plays an important role in the academic as well as a professional career. Communication is by far the most important skill that needs to be present within an individual during the academic years as well as during the professional period. Communication helps in achieving a better interaction level with different members, which are again interlinked with improvements in team building activities and goals.
For any kind of teamwork that needs to be achieved by a group of individuals, it is necessary to have effective communication between all the members. Without proper communication or the presence of communication gaps can effectively reduce the capabilities of the entire team leading to a lower productive team that is unable to achieve their academic goals (Wildan et al. 2019).
Furthermore, communication also plays an imperative role in resolving any kind of conflicts that occur between the team members while trying to achieve any kind of given academic goals or projects. Similarly, communication also plays an essential role in communicating with professors and trainers who were responsible for guiding individuals during their academic sessions.
When it comes to professional goals and development, communication plays an important role in achieving team-building goals and helps to form teams that effectively work in a manner to achieve their professional objectives as a team (Raba, 2017).
Likewise, communication also helps in maintaining effective communication with the different teammates and allows an individual to understand the importance and relevance of different communication channels that can be utilised for communicating with the team. Moreover, in the field of professional development communication plays an important role to carry out internal and external communication with the different stakeholders involved with the business.
Additionally, communication also leads to the development of active listening skills, which is quite important we present in professionals in different careers. Active listening skills help an individual to understand the kind of goals and objectives they are being provided by their hierarchy or seniors, and similarly, helps in understanding the issues expressed by consumers and the different stakeholders during a meeting or conversation.
Critical thinking is another academic goal that has been taken into consideration in terms of continuous personal development and in this regard, achievement of critical objectives in the academic field can be successfully done with the help of critical thinking (Husnah and Surya, 2017).
Critical thinking capabilities also assist an individual to generate new ideas in their academic career, which effectively helps them in achieving and academic goals. Correspondingly, critical thinking capabilities also help an individual to identify a problem in their professional career and generate innovative thinking capacity (Widanski et al. 2020).
Innovative thinking is highly valued by organisations in the present generation; therefore, critical thinking capabilities can effectively help them to identify areas where innovation can be achieved. Furthermore, critical thinking capability also helps to make an individual resourceful, which plays an important role in utilising the different skill sets they possess.
Another essential goal and skill that has been discussed about is the problem-solving abilities and it is one of the major attributes that needs to be developed as a part of the continuous professional development plan. The problem-solving capabilities of individuals help to resolve critical problems and allow them to identify problems and come up with effective solutions (Hutapea and Saragih, 2019).
Furthermore, problem-solving capabilities also help an individual to develop their risk management approaches and skills. In terms of professional career, problem-solving skills help individuals to come up with multiple solutions to critical problems and help them in achieving mitigation plans for any kind of risks they face during their professional course of work.
Therefore, the above-mentioned skills and areas of development need to be effectively carried out in order to achieve both educational development and achievement of goals as well as professional goals (Belecina and Ocampo Jr, 2018).
In terms of utilising reflection as a development tool, Kolb’s learning cycle can be taken into consideration. Kolb’s Learning cycle has four distinct stages that help an individual to utilise reflective skills in order to achieve development and learn particular aspects and skills for their own personal development.
Concrete experience refers to the diverging stage of the learning process in which an individual requires to have an experience regarding a particular aspect of a topic of study. The reflective learning cycle is based upon previous experiences, and therefore, based on the experiences a reflective learning cycle can be triggered (Shanta and Wells, 2020).
Furthermore, concrete experience can also be gained while doing or carrying out any activity, which can help an individual to gain experience regarding the particular task they are performing. This is the first and the most important stage of the reflective learning cycle as without experience the reflective learning process cannot be carried out for further stages (Thorndahl and Stentoft, 2020).
Therefore, having experience is the most necessary aspect of this reflective learning tool.
The second step of the reflective learning cycle is the process of reflective observation where an individual needs to review and reflect upon the experiences that they have gained in the previous step (Saputro et al. 2018). The reflective observation stage is the assimilation stage where an individual needs to think and watch what they have done that has helped them to gain an experience regarding a particular aspect.
The reflective observation stage of the learning cycle also helps individuals to understand what they have learnt from the experience and what development they can make in future if they need to carry out similar activities.
The third step of the reflective learning cycle is the abstract conceptualisation and this is where individuals need to converge their thoughts and observation (Alcantara and Bacsa, 2017). The abstract conceptualization process involves thinking and doing process where individuals need to reflect upon their previous experiences and include new activities, which can effectively help them in improving themselves in future.
Abstract conceptualisation also helps an individual to grasp the concepts that they have attained from reflective observation and transform them into actions.
Active experimentation is the fourth step of the coals learning cycle and this helps an individual to implement whatever they have learnt into action.
Active experimentation is one of the most important steps of the learning cycle as this helps an individual to understand how far they have learnt from their observations and how they have implemented the aspects, they have learnt from the learning process (Wallace, 2019).
The above reflective development tool can be effectively utilised in the continuous development process alongside the objectives and goals that have been set as a part of the development process.
Based on the findings of the above study it can be concluded that continuous professional development for a professional development plan is an essential aspect that can help individuals to continuously learn and develop themselves to achieve their personal and professional goals.
Based on the aspects of continuous professional development in the above study helps in identifying the way CPD goals can be formed and their relevance in the learning cycle. Furthermore, the study also helps in the development of a continuous professional development plan that is based on four major objectives that would not only help to achieve academic goals but also professional goals.
The continuous professional development plan discusses the importance of tactical learning improvements in communication skills, critical thinking capabilities and problem-solving abilities of an individual. These areas have been critically discussed alongside theoretical underpinnings like the VARK model and Maslow’s hierarchy of needs.
The study has also helped in linking between the professional and academic fields that have been discussed above.
Alcantara, E.C. and Bacsa, J.M.P., 2017. Critical thinking and problem solving skills in mathematics of grade-7 public secondary students. Asia Pacific Journal of Multidisciplinary Research, 5(4), pp.21-27.
Andersson, P. and Köpsén, S., 2019. VET teachers between school and working life: Boundary processes enabling continuing professional development. Journal of Education and Work, 32(6-7), pp.537-551.
Belecina, R.R. and Ocampo Jr, J.M., 2018. Effecting change on students’ critical thinking in problem solving. Educare, 10(2).
bin Ismail, S.M. and Haniff, W.A.A.W., 2020. Education 4.0: The Effectiveness of VARK Learning Style towards Actualising Industrial Revolution 4.0. Journal of Educational and Social Research, 10(3), pp.52-52.
Dantas, L.A. and Cunha, A., 2020. An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), p.100017.
Dewi, I.N., Poedjiastoeti, S. and Prahani, B.K., 2017. ELSII learning model based local wisdom to improve students’ problem solving skills and scientific communication. International Journal of Education and Research, 5(1), pp.107-118.
Erlina, D., Marzulina, L., Astrid, A., Desvitasari, D., Sapriati, R.S., Amrina, R.D., Mukminin, A. and Habibi, A., 2019. Linguistic intelligence of undergraduate EFL learners in higher education: A case study. Universal Journal of Educational Research, 7(10), pp.2143-2155.
Espinoza-Poves, J.L., Miranda-Vilchez, W.A. and Chafloque-Céspedes, R., 2019. The Vark Learning Styles among University Students of Business Schools. Journal of Educational Psychology-Propositos y Representaciones, 7(2), pp.401-415.
Fallatah, R.H.M. and Syed, J., 2018. A critical review of Maslow’s hierarchy of needs. employee motivation in Saudi Arabia, pp.19-59.
Guo, J., Weng, D., Zhang, Z., Jiang, H., Liu, Y., Wang, Y. and Duh, H.B.L., 2019, October. Mixed reality office system based on maslow’s hierarchy of needs: Towards the long-term immersion in virtual environments. In 2019 IEEE International Symposium on Mixed and Augmented Reality (ISMAR) (pp. 224-235). IEEE.
Hale, A.J., Ricotta, D.N., Freed, J., Smith, C.C. and Huang, G.C., 2019. Adapting Maslow’s hierarchy of needs as a framework for resident wellness. Teaching and learning in medicine, 31(1), pp.109-118.
Hopper, E., 2020. Maslow’s Hierarchy of Needs Explained. ThoughtCo, ThoughtCo, 24.
Hughes, K., 2020. The use of Twitter for continuing professional development within occupational therapy. Journal of Further and Higher Education, 44(1), pp.113-125.
Husnah, N.U. and Surya, E., 2017. The Effectiveness of Think Talk Write Learning Model in Improving Students’ Mathematical Communication Skills at MTs Al Jami’yatul Washliyah Tembung. International Journal of Sciences: Basic and Applied Research (IJSBAR), 34(2), pp.1-12.
Hutapea, N.M. and Saragih, S., 2019, November. Improving Mathematical Communication Skills of SMP Students Through Contextual Learning. In Journal of Physics: Conference Series (Vol. 1351, No. 1, p. 012067). IOP Publishing.
Koskimäki, M., Mikkonen, K., Kääriäinen, M., Lähteenmäki, M.L., Kaunonen, M., Salminen, L. and Koivula, M., 2021. Development and testing of the Educators’ Professional Development scale (EduProDe) for the assessment of social and health care educators’ continuing professional development. Nurse Education Today, 98, p.104657.
Mezirow, J., 2018. Transformative learning theory. In Contemporary theories of learning (pp. 114-128). Abingdon: Routledge.
Mirza, M.A. and Khurshid, K., 2020. Impact of VARK learning model at tertiary level education. International Journal of Educational and Pedagogical Sciences, 14(5), pp.359-366.
Özer, F., Doğan, N., Yalaki, Y., Irez, S. and Çakmakci, G., 2019. The ultimate beneficiaries of continuing professional development programs: Middle school students’ nature of science views. Research in Science Education, pp.1-26.
Özreçberoğlu, N. and Çağanağa, Ç.K., 2018. Making it count: Strategies for improving problem-solving skills in mathematics for students and teachers’ classroom management. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), pp.1253-1261.
Raba, A.A.A., 2017. The influence of think-pair-share (TPS) on improving students’ oral communication skills in EFL classrooms. Creative Education, 8(1), pp.12-23.
Saputro, A.D., Rohaeti, E. and Prodjosantoso, A.K., 2018. Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4).
Saygılı, S., 2017. Examining the problem solving skills and the strategies used by high school students in solving non-routine problems. E-International Journal of Educational Research, 8(2), pp.91-114.
Schulte, M., 2018. Adult learning degree and career pathways: Allusions to maslow’s hierarchy of needs. The Journal of Continuing Higher Education, 66(1), pp.62-64.
Shanta, S. and Wells, J.G., 2020. T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, pp.1-19.
Spanjaard, D., Hall, T. and Stegemann, N., 2018. Experiential learning: Helping students to become ‘career-ready’. Australasian marketing journal, 26(2), pp.163-171.
Ștefan, S.C., Popa, Ș.C. and Albu, C.F., 2020. Implications of Maslow’s hierarchy of needs theory on healthcare employees’ performance. Transylvanian Review of Administrative Sciences, 16(59), pp.124-143.
Sum, K.W.R., Wallhead, T., Ha, S.C.A. and Sit, H.P.C., 2018. Effects of physical education continuing professional development on teachers’ physical literacy and self-efficacy and students’ learning outcomes. International Journal of Educational Research, 88, pp.1-8.
Tannehill, D., Demirhan, G., Čaplová, P. and Avsar, Z., 2021. Continuing professional development for physical education teachers in Europe. European Physical Education Review, 27(1), pp.150-167.
Thorndahl, K.L. and Stentoft, D., 2020. Thinking Critically about Critical Thinking and Problem-Based Learning in Higher Education: A Scoping Review. Interdisciplinary Journal of Problem-Based Learning, 14(1), p.n1.
Wallace, D., 2019. Parts of the Whole: Theories of Pedagogy and Kolb’s Learning Cycle. Numeracy: Advancing Education in Quantitative Literacy, 12(1).
Westera, W., 2019. Why and how serious games can become far more effective: Accommodating productive learning experiences, learner motivation and the monitoring of learning gains. Journal of Educational Technology & Society, 22(1), pp.59-69.
Widanski, B., Thompson, J.A. and Foran-Mulcahy, K., 2020. Improving Students’ Oral Scientific Communication Skills through Targeted Instruction in Organic Chemistry Lab. Journal of Chemical Education, 97(10), pp.3603-3608.
Wildan, W., Hakim, A., Siahaan, J. and Anwar, Y.A.S., 2019. A Stepwise Inquiry Approach to Improving Communication Skills and Scientific Attitudes on a Biochemistry Course. International Journal of Instruction, 12(4), pp.407-422.
Winne, P.H., 2017. Cognition and metacognition within self-regulated learning. In Handbook of self-regulation of learning and performance (pp. 36-48). Routledge.
Know more about UniqueSubmission’s other writing services: