Identification of Students’ Self-reflection Patterns in Experiential Learning Exercises of Practical Skills in Social Work Education by Using Text Mining Analysis

Abstract

This article describes a study to identify students’ self-reflection patterns in acquisition of social work skills through experiences in an educational lab. The study indicates that the context patterns of students’reflection differ according to the framework employed by the educational mentor. The results provide the mentors with ways to guide students in a sequential framework in an educational setting. The article concludes with an outline of recommendations for future research.