Reflective Analysis

Reflection Journal Author’s Name The Institutional Affiliation Course Number and Name Instructor Name Assignment Due Date Introduction The learning experience in educational institutes transformed rapidly since the COVID-19 outbreak. Students rely more on technology and digital tools to secure factual and quantifiable data for convenient learning experiences (Hüvös, 2023). However, teachers and learners must embrace a sustainable learning practice to keep education organic in institutes. The learning experience is a shared effort between teachers and learners. Teaching quality and techniques are necessary for students to connect with learning modules and outperform functions (Mariam et al., 2023). According to Kumayas and Lengkoan (2023), learners and teachers should increase self-awareness by reflecting towards learning to improve embedded functions in the long run. This reflection journal will use a ‘free writing’ style to share learning experiences in university. The reflective discussion will undergo chronological order to rationalize ideas and experiences. The discussion will also adopt thematic analysis to discuss three essential attributes that improve the learning experience, concluding the reflective journal. Chronological Log Week 3 The learning experience in university remained a complex process for me. I struggled to understand the curriculum and pattern to improve my performance in the first two weeks. The management selected competent learners to fit in the classroom environment through a robust entry test system. I was satisfied with my peers and classroom environment since the university management adopted a competitive procedure to source, attract, recruit, and select talents. However, I needed to survive in the competitive environment by understanding the curricula and organising myself for maximum performance outcomes. As a result, my initial two weeks has minimal participation in the classroom activities and interactive sessions. I used robust observation to understand and adapt the environment to offer competitiveness in the long run. The university satisfaction questionnaire helped me identify the performance metrics and quantify results in a learning environment. I could identify the areas and benchmarks the university used to evaluate the sourcing, attracting, recruiting, and selecting talents in the learning journey. I felt empowered to provide honest feedback to the management and improve the learning experience for future improvements. The management made students vocal about the learning gaps and lapses in talents to optimize the educational roadmap for students in the long run. Hence, the satisfaction questionnaire in the initial weeks was inevitable for students to raise concerns, connect with the management, and improve learning outcomes through vocalization for consistent growth. My initial experience with the university and satisfaction questionnaire supported self-improvement in learning outcomes. Week 5 We experienced a hybrid learning environment since the pandemic. The university offered online classes through Zoom, followed by face-to-face (physical) sessions on campus. The experience required fundamental leadership competency from individual learners to embrace the diversity in the learning experience. I was more comfortable with physical classroom sessions. I could undergo constructive debates with peers and mentors on various subjects. The debates offered valuable closures that improved the thinking process. Besides, I observed that a student could outshine the classroom performance in a physical environment due to realism and accessibility to colleagues. I observed further that some curricula require physical interactions with peers and mentors to understand the theoretical concept or application for better results. Physical sessions were inevitable and dominant for university students in a hybrid-learning environment. On the contrary, online studying was an interactive learning experience for me. Online sessions were structured in a team-based format to keep learning organized for students and increase engagement with curricula outcomes. I was selected to represent my team during online sessions. The sessions strengthened my leadership skills by providing me with responsibilities to ensure fair information distribution, increase accountabilities for deliverables, and achieve interactive accessibilities with mentors. I enjoyed my representation on online learning platforms and sensed leadership during my university tenure. I also maintained backwards and forward coordination with peers and mentors to ensure continuous learning through a circular flow. Online studying is a modern approach to building leadership capabilities among students without overlapping physical learning experiences. Week 7 This week, I experienced a significant change in my behaviour and performance outcomes. I realised that my semester had a complete load of four units and a full-time job. I was accountable for managing my performance in both domains without excusing my absence or under-productivity. Initially, I was frightened to expose myself to two simultaneous responsibilities with a 100% workload from each end. However, I shaped my cognitive behaviour to prepare myself for the hectic schedule and disruption in work-life balance. I understood that the bargain was not favourable in the short run. I was confident the efforts and hard work would pay off in the long run. Hence, I mentally prepared myself to create a schedule, avoid procrastination, and begin performing to seek favourable results. Fortunately, I had an opportunity to speak to my mentors about the schedule and workload expected during the semester. I value the leadership capacity built by the university in Week 5, helping me to be vocal about my problems and challenges in Week 7. My mentors assisted me with the solutions, motivated me to reduce stress, and offered open help throughout the semester to manage the workload with a full-time job. The process allowed me to experience strengthening performance and aligning mental and physical behaviours to initiate work. I was confident that I could overcome the challenge of four units in a semester with a full-time job. I felt comfortable receiving robust help from the mentors to manage the workload and deliver sustainable performance. Week 9 This w...