TEESSIDE UNIVERSITY

SCHOOL OF SOCIAL SCIENCES, HUMANITIES AND LAW.

MA EDUCATION (Applied)

Module: Combining professional and academic practice.

Module Code: EDU4096-N-FJ1-2023

Module Leader: Rebecca Walters

Module Tutor: Catherine O'Brien

Student name: Vijaya Sailaja Sripathi

Student Number: D3843271

Word Count:

Date of Submission:

A REFLECTIVE REPORT ON ENRICHING MY SKILLS AS A LEARNING

FACILITATOR RATHER THAN A KNOWLEDGE DISSIMINATOR IN HIGHER
EDUCATION ENGINEERING SETTING

Page | 1
1.0 Introduction
The traditional teacher-centric approach in higher education is being challenged, with
researchers emphasizing the need for a student-centered, facilitative model (Barr &
Tagg, 1995; Bates, 2019; Blumberg, 2016). Effective learning occurs when students
actively engage in self-directed exploration, rather than passively receiving
information (Biggs & Tang, 2011; Barr & Tagg, 1995; Weimer, 2013). Learning
facilitators must foster collaborative environments, encourage critical thinking,
provide real-world application opportunities, and leverage technology-enhanced
learning (Blumberg, 2016; Garrison & Vaughan, 2008; Weimer, 2013). By embracing
this facilitative role, instructors empower students to take ownership of their learning,
developing essential 21st-century skills (Barr & Tagg, 1995; Weimer, 2013).
As a facilitator in an higher education engineering college, back in India, I was
responsible for handling students from the first year to the final year of the Bachelor
of Technology program in Electrical and Electronics Engineering
(JNTUK(R13,16,19,20,21) Curriculum-AICTE). In this role, I dealt with a range of
subjects, from basic and introductory topics in the first year to more advanced
subjects in the final year (Mohanty and Dash, 2016). During the Engineering
Educator Transformation Certification Program (IIEECP-IUCEE, 2018-19), a critical
incident occurred that significantly impacted my teaching methodology. It was during
a session when IUCEE's slogan "I AM TEACHING, ARE THEY LEARNING?" was
introduced. This slogan prompted me to deeply introspect and reflect on my
approach to teaching. As I explored the concept further, I encountered the Felder-
Silverman theories of learning styles, which suggest that each individual has their
own preferred learning style. This revelation was eye-opening, as it underscored the
importance of tailoring teaching methods to align with students' diverse learning
styles. It became evident that adopting a more student-centric approach, where the
needs and preferences of learners are considered, is essential for effective teaching
and learning outcomes. This critical incident sparked a paradigm shift in my teaching
philosophy (Biggs & Tang,2011). I began to prioritize understanding my students'
learning styles and preferences, incorporating varied instructional strategies to
accommodate diverse needs. Instead of solely focusing on imparting knowledge, I
started emphasizing active engagement, collaborative learning, and experiential
activities to create a more dynamic and inclusive learning environment. This critical
incident served as a catalyst for me to reevaluate and enhance my teaching
practices, ultimately fostering a more meaningful and impactful educational
experience for my students. In alignment with the shift towards a student-centric
approach, assessments of learners also underwent transformation (Fink, 2013).
Assessment strategies were diversified to accommodate different learning styles,
including but not limited to traditional exams, project-based assessments,
presentations, and peer evaluations (Annandale et al., 2021). This holistic approach
to assessment ensured that learners' diverse strengths and preferences were
recognized and valued, contributing to a more inclusive and effective learning
experience.
Furthermore, I have collaborated with the senior faculty members of our Institution
and worked through the reflections of Online Teaching and Learning process in

Page | 2
which we worked on different consensus and published our work in two of the
reputed journals (Sailaja et al.,2021, Kashyap et al., 2021). After this, I find this
particular topic as an area of my interest and henceforth I am undertaking this in my
Master’s program.
Transitioning from knowledge dissemination to skill enrichment empowers educators
to cultivate critical thinking, problem-solving, and creativity among students, essential
attributes in engineering disciplines (Smith, 2019). Illeris' experiential learning
theory(Appendix-IV) (2003) suggests learning occurs through experiences,
reflection, and action. Educators can design hands-on activities, case studies, and
simulations for students to apply theoretical concepts to real-world scenarios,
nurturing innovation and adaptability (Illeris, 2003; Jones & Luo, 2020). This
approach aligns with industry demands for graduates with practical competencies,
thus enhancing their employability prospects (Brown & Bingle, 2018; Chen et al.,
2021). As facilitators, educators can create student-centric environments through
project-based learning and flipped classrooms, fostering collaborative learning, peer
interaction, and collective problem-solving (Barrett & Lally, 2021; Martin & Bolliger,
2020).
Education must be the top priority, requiring educators to engage in professional
development for self-reflection and meeting learners' needs (GOV.UK, 2021). The
traditional Indian education system's lecture-based approach prioritizes rote
memorization over critical thinking and practical application (Kothari, 2004; Singh,
2012; Sharma & Mishra, 2019). However, recent research advocates a shift towards
knowledge facilitation, where teachers adopt interactive, student-centered
approaches emphasizing active engagement, critical thinking, and practical
application (Rajput & Bansal, 2017). Incorporating active learning strategies like
group discussions, problem-solving tasks, and hands-on activities fosters deeper
understanding and retention (Bonwell & Eison, 1991).

To effectively facilitate learning, I must continually update my pedagogical practices

to align with the evolving needs of my students. This entails embracing diverse
teaching methodologies and staying informed about advancements in educational
research (Hargreaves, 2005). By incorporating innovative approaches, such as
flipped classrooms, experiential learning, and project-based learning, I can cater to
the diverse learning styles and preferences of my students (Cook, 2012). According
to the Felder-Silverman learning style model, students can have a preference for
active or reflective learning, sensing or intuitive learning, visual or verbal learning,
and sequential or global learning (Felder & Silverman, 1988). By using a variety of
teaching methods, I can ensure that I address the needs of students with different
learning styles. A crucial aspect of transitioning to knowledge facilitation is integrating
practical orientation into classroom learning. Theoretical knowledge gains relevance
and meaning when learners can apply it to real-world scenarios (Mishra & Yadav,
2020). I should supplement theoretical concepts with practical examples, case
studies, and hands-on experiences to enhance understanding and retention
(Barrows, 1986). This not only promotes deeper learning but also prepares students
for the challenges they may encounter in their future careers (Wurdinger, 2005).

Page | 3
Active learning strategies play a pivotal role in facilitating meaningful engagement
and fostering critical thinking among students. Rather than passively receiving
information, learners actively participate in the learning process, thereby enhancing
their comprehension and retention of concepts (Prince, 2004). I can employ various
active learning strategies, such as problem-based learning, collaborative learning,
and peer teaching, to promote student-centered learning environments (Bonwell &
Eison, 1991).
In contrast to the English school system, where students continuously shift from
class to class after each session (Hargreaves, 2005), the same pattern is observed
in Teesside University, after each session primarily pertains to their cognitive skills,
as it involves transitioning between different subjects. As a part-time cover
supervisor in secondary schools around Middlesbrough, I have observed that the
simultaneous learning approach is more commonly observed in STEM (Science,
Technology, Engineering, and Mathematics) subjects (Hargreaves, 2005). In these
subjects, students often remain in the same classroom throughout the lesson,
engaging in hands-on activities, group discussions, and problem-solving tasks
(Prince, 2004). Indian classrooms often have a larger number of learners, with
teachers typically dealing with 60 or more students at a time by which the learners
may or may not achieve their stipulated learning outcomes (Sharma & Mishra, 2019).
This presents a unique set of challenges that require innovative approaches to
ensure effective knowledge facilitation. Incorporating a range of active learning
techniques, such as problem-based learning, collaborative learning, and peer
teaching, can help teachers address the needs of a larger number of students and
promote deeper understanding of the subject matter (Bonwell & Eison, 1991).
In order to achieve the above, my aims and objectives are as follows:
Aim:
To transition from a knowledge disseminator to a learning facilitator in my higher
education teaching practice, in order to foster deeper understanding, critical thinking,
and lifelong learning skills among my students.
To achieve the above aim, the following are the objectives:
 To continuously update pedagogical practices by embracing diverse
teaching methodologies and staying informed about educational research
advancements, in order to cater to diverse student learning styles and
preferences.
 To integrate practical orientation into classroom learning by supplementing
theoretical concepts with practical examples, case studies, and hands-on
experiences, to enhance students' understanding, retention, and
preparation for real-world challenges.
 To employ active learning strategies such as problem-based learning,
collaborative learning, and peer teaching, to promote meaningful
engagement, critical thinking, and student-centred learning environments.

Page | 4
My Reflective Journey
The primary objective of a learning facilitator is to guide and empower students to
become self-directed learners, fostering critical thinking, problem-solving, and
effective communication skills (Weimer, 2013). By adopting this facilitative role,
educators create a dynamic and collaborative learning environment where students
actively engage, explore their interests, and develop essential skills valued in the
modern workforce. Effective learning facilitation involves designing and implementing
engaging instructional strategies that cater to diverse learning styles and
preferences. This may involve incorporating various teaching methods like group
discussions, case studies, problem-based learning, and experiential activities to
promote deeper subject understanding (Meyers and Jones, 1993). Collaborative
learning environments, where students work together to solve complex problems and
share ideas, foster teamwork and communication skills crucial for success in
engineering fields (Illeris, 2007). The role of a learning facilitator extends beyond the
classroom, providing personalized guidance, addressing individual needs, and
supporting students in overcoming challenges (Weimer, 2013). This holistic approach
enhances academic performance and contributes to overall personal and
professional development.
In the context of engineering education in India, educators face challenges due to
the incoherent system with regulatory bodies like AICTE and university affiliations.
This necessitates the design and development of specific instructional strategies to
cater to diverse learning styles and industry needs, ultimately enhancing graduates'
employability skills. To become effective learning facilitators, educators must
continuously engage in professional development, attend workshops, conferences,
and participate in peer-to-peer learning opportunities to stay updated with
pedagogical trends and best practices (Meyers and Jones, 1993). Regular self-
reflection and seeking feedback from students and colleagues can provide valuable
insights for improving facilitation strategies.
Reflective writing is a crucial aspect of the teaching profession, as it enables
educators to critically evaluate their methods, assess their impact on student

Page | 5
learning, and continuously improve their pedagogical approaches (Brookfield, 2017,
Wallace,1991).
Whilst this may be tedious and challenging task to maintain, once a teacher
becomes as a full-fledged practitioner as they have to perform certain tasks in
relation to administration. Perhaps, imbibing such type of mechanism might benefit
professionally and personally to a teacher along with catering the needs of the
learners, which gives personal satisfaction for a complete teacher. This form of
writing is purposeful, as it is grounded in the practitioner's experiences, observations,
and reflections, leading to positive changes in their teaching practices (Ghaye,
2010).
Reflective practices let teachers to ponder upon their methods, become more aware
of alternatives, and develop fresh approaches to engage students effectively
(Chroinin and O'Sullivan, 2014; Dewey, 1993). Educators with a curious and
analytical perspective on their pedagogies tend to add value to their professional
practices, generating innovative ideas and updated strategies to address classroom
challenges (Zeichner and Liston, 1996; Shahin, Sen and Dincer, 2019).The process
of self-reflection is crucial for teachers' professional and personal growth, as it allows
them to carefully examine their experiences, generate ideas for improvement, and
cater to the diverse needs of their students (Williams, Woolliams and Spiro, 2020).
Reflection is beneficial beyond education, aiding individuals and social workers in
broadening perspectives and addressing concerns (Ono and Ichii, 2019). In
academic writing, reflective writing is targeted, objective-centered, and scrutinized,
impacting quality (Moon, 2007). Schon (1983) suggests reflection allows
professionals to improvise ideas and contemplate thought processes. Educators
should emphasize the reflective process over recording information to build
innovative ideas and evolve thoughts (Craft, 2005; Pham et al., 2020). Effective
reflective writing in education provides a clear picture of educational practices,
encompassing emotional and structural dimensions, bridging theory and experience
(Franco et al., 2022). Reflective writing models by Schon (1983), Korthagen and
Lagerwerf (2001), and Fook (2015) can guide educators in structuring reflections and
broadening perspectives (Brantley-Dias, Puvirajah and Dias, 2021; Ashby, 2006).
The focus is on enriching personal experiences, being critical of strategies, and
making informed decisions for professional development (Moon, 2007), with affective
engagement integral for deeper understanding (Moon, 2013).
The process of becoming a reflective practitioner is a personal awareness discovery
process that cannot be prescribed through a linear or step-by-step procedure
(Larrivee, 1999). However, there are three fundamental practices that are essential
for developing as a reflective practitioner. Firstly, making time for solitary reflection is
crucial, as it allows practitioners to critically examine their experiences, thought
processes, and actions. Secondly, reflective practitioners must become perpetual
problem-solvers, continuously seeking to identify and address challenges, rather
than relying on routine or automatic responses. Thirdly, reflective practitioners must
be willing to question the status quo, challenging existing assumptions, practices,

Page | 6
and norms, in order to explore alternative perspectives and find innovative solutions
(Larrivee, 1999).
In the context of modifying my skills as a learning facilitator rather than a knowledge
disseminator in a higher education environment, I have chosen to use Gibbs'
reflective cycle (Tawanwongsri and Phenwan, 2019). This model, with its six steps
(description, feelings, evaluation, analysis, conclusion, and action plan), effectively
facilitates the examination of my thoughts and feelings, and the subsequent
modification of my current practices for better outcomes (Markkanen et al., 2020)
(Appendix-II).The Gibbs' reflective cycle provides a structured approach that allows
me to critically analyze my experiences, record how they have impacted me, and
plan for future actions to improve my teaching practices. By following this model, I

can engage in a systematic process of reflection, which is crucial for my professional

and personal growth as an educator (Williams, Woolliams and Spiro, 2020).
 Descriptive Stage
The descriptive stage of the Gibbs Reflective Cycle enables me describing my
experience in detail, without making any judgements or evaluations (Gibbs, 1988).
As a learning facilitator in the higher education environment in India, I have
encountered several challenges that have prompted me to reflect on my role and
approach to teaching. The pressure to cover the prescribed syllabus within a limited
timeframe is a significant challenge faced by many educators in India's higher
education system (Aithal & Aithal, 2016). This often leads to a focus on knowledge
dissemination rather than facilitating deeper learning and skill development, which
may hinder students' ability to apply their knowledge in practical settings (Biggs,
2003). Additionally, the high student-to-teacher ratio in many Indian higher education

Page | 7
institutions poses another obstacle to effective learning (Rao, 2004). Large class
sizes can make it difficult to engage students individually and foster interactive
discussions, resulting in a passive learning environment where students are primarily
recipients of information rather than active participants in the learning process (Bligh,
2000). The physical separation of classrooms and laboratories in some institutions
further complicates the learning process. This disconnects between theory and
practice can challenge students' ability to apply concepts learned in the classroom to
practical situations (Feisel & Rosa, 2005), potentially leading to a fragmented
understanding of the subject matter. Moreover, mobility issues with equipment, such
as specialized tools or instruments, present logistical challenges in higher education
environments (Bates, 2015). Factors such as weight and power supply requirements
can hinder the transportation of resources between classrooms and labs, limiting
students' access to necessary equipment for hands-on learning and skill
development.
These challenges compel me to reflect on my role as a learning facilitator rather than
a mere knowledge disseminator. By shifting the focus from simply covering the
syllabus to fostering an engaging and interactive learning environment, I aim to
enrich students' skills and better prepare them for professional endeavours. Through
proactive strategies that address these challenges, such as implementing interactive
teaching methods and advocating for improved resource accessibility, I seek to
enhance the overall learning experience for students in higher education settings.
 Feelings Stage
The second phase is feelings stage of cycle and in this, I wish to convey my
reflection on the encountered challenges during my journey as an engineering
educator that have tested my ability to adapt and grow. One of the key issues I have
grappled with is the inherent nature of my self-actualization, which has at times led
me to be overly critical of myself and my performance (Maslow, 1943). The pressure
to cover the syllabus within the given timeframe, coupled with the high classroom
strength, has been a constant source of concern (Biggs & Tang, 2011). The
institutional constraints have made it difficult to devote the necessary time and
attention to each student, hindering my ability to truly engage and facilitate their
learning. This has led to a sense of frustration and a feeling of not being able to fully
realize my potential as a learning facilitator. Furthermore, the physical separation of
the classroom and the laboratory has posed additional challenges. The mobility of
the equipment required to be transported to the classroom has been a logistical
nightmare, with issues such as weight and power supply posing significant obstacles
(Bates, 2019). This has disrupted the flow of the learning process and has made it
challenging to create a seamless and engaging learning environment. In the face of
these challenges, embracing Carl Rogers' humanistic approach prompts a critical
examination of my inner dialogue (Rogers, 1951). It's apparent that my relentless
pursuit of self-actualization can inadvertently foster a hyper-critical view of my own
abilities (Maslow, 1968). This self-imposed scrutiny often overshadows my
accomplishments, leaving me with a lingering sense of underachievement. Rogers'
emphasis on self-acceptance challenges me to confront these patterns of thinking.
Yet, I find myself questioning the authenticity of my self-perception and the feasibility

Page | 8
of unconditional positive regard. While striving for personal growth, I acknowledge
the need to temper my expectations and cultivate a more compassionate mindset
towards myself. This critical reflection invites a deeper exploration of the
complexities inherent in the journey towards self-actualization. However, I have also
recognized the importance of empathizing with the individuals in my care, aligning
with the principles of Maslow's self-actualization theory and Carl Rogers' humanistic
approach (Rogers, 1961). By acknowledging the unique needs and challenges faced
by each student, I have strived to create a more inclusive and supportive learning
environment, where students feel valued and empowered to explore their own
potential by implementing certain strategies like active and visual learning
approaches, in which I used to pose questions in relation with the current topic with
their previous learning experiences so that they interpret their pre-requisite
knowledge with the current context and I used visual aids for giving practical
exposure in the class room, by which the learners felt a more inclusive and
supportive learning environment. Illeris' theory of emotional learning highlights the
significance of emotions in shaping the learning process. Educators can
acknowledge and address students' emotions in the classroom to create a
supportive and inclusive learning environment. By validating students' feelings,
providing constructive feedback, and fostering a sense of belonging, educators can
promote positive emotional experiences that enhance learning outcomes in
engineering education (Illeris, 2017).
Evaluation Stage
In the evaluation stage of Gibbs Reflective Cycle, I critically analyze my experiences
as a learning facilitator in a higher education environment. This stage prompts me to
assess the effectiveness of my actions and interventions, as well as identify areas for
improvement. One crucial aspect of this evaluation is recognizing the shift from
traditional knowledge dissemination towards a more facilitative role. According to
Hase and Kenyon (2000), this transition involves empowering students to take
ownership of their learning process, encouraging active engagement and critical
thinking. Through self-assessment and feedback from peers and students, I evaluate
the extent to which I have successfully embraced this facilitative approach.
Furthermore, I reflect on the impact of various teaching strategies on student
learning outcomes. Engaging with the work of Biggs and Tang (2011), I evaluate the
effectiveness of student-centered approaches such as problem-based learning and
collaborative activities in promoting deeper understanding and retention of course
material. This evaluation helps me identify which methods resonate most effectively
with my students and informs adjustments to my instructional practices. Moreover, I
consider the role of technology in enriching the learning experience. Drawing on
research by Garrison and Vaughan (2008), I evaluate the integration of online
platforms and multimedia resources to facilitate interactive learning and foster a
sense of community among learners. This assessment guides me in leveraging
technology to enhance student engagement and accessibility to course content.
Illeris also emphasizes the cognitive aspects of learning, including memory,
perception, and problem-solving. Educators can incorporate cognitive learning
strategies such as concept mapping, scaffolding, and metacognitive reflection into

Page | 9
their teaching practices to help students organize and retain information more
effectively. By encouraging students to think critically, analyze data, and apply
theoretical concepts to practical situations, educators can facilitate deeper learning in
engineering disciplines (Illeris, 2009).
Analysis Stage
In the analysis stage of Gibbs reflective cycle, gives the educator an opportunity to
demonstrate the understanding of what went well and what went wrong in
highlighted incident (Burzotta and Noble, 2011). During the analysis stage, I will
carefully assess how well my teaching methods work, how I manage the classroom,
and how effectively I communicate with students. By closely examining specific
teaching sessions, I will see if my methods engage students well and if there are any
obstacles to learning.
I would like to provide an example of how I managed to teach within the classroom
by implementing certain strategies, such as the flipped classroom model. In this
approach, I provided students with an internet link where they could access
laboratory experiments on the basics of electrical engineering to complete at home. I
then instructed them to attend the next session after practicing the experiments
virtually (see Appendix I). After the session concluded, I encountered a time
constraint due to the various activities. Nonetheless, I was able to cover the
prescribed syllabus for the day with some additional effort.
In this context, in order to become as a good educator, I will think about how well I
adapt to different ways students learn as per Felder-Silverman learning styles (1988)
and meet the individual needs, making sure everyone feels included and can access
the learning. Moreover, I will keep in mind the bigger picture of what the institution
wants to achieve and the goals of education as a whole. By making sure my
teaching aligns with these goals and the theories about teaching and learning, I hope
to make the learning experience more unified and meaningful, just like Smith (2018)
suggests. I will also take time to think about my own beliefs and values about
teaching and learning, like Moon (2004) talks about. This means I will reflect on what
I think is important in education and how that might affect how well students learn.
Understanding this will help me make changes to how I teach, ensuring I am always
getting better at helping students learn.

Conclusion
Engaging in the Gibbs Reflective Cycle (1988) has provided valuable insights into
my role as a learning facilitator in Indian higher education. This reflective journey
highlighted key challenges, emphasizing the importance of self-actualization,
managing syllabus coverage, handling high classroom strength, addressing spatial
challenges, and overcoming logistical hurdles.
Self-actualization, as described by Maslow's hierarchy of needs (1943), drives
individuals to realize their fullest potential. Acknowledging this tendency within myself
led to recognizing areas for improvement while embracing a balanced approach of

Page | 10
constructive criticism and celebrating progress. Effective curriculum design (Hattie,
2003) is pivotal for meaningful learning experiences, necessitating collaborative
efforts involving curriculum designers, educators, and administrative stakeholders to
align learning objectives with practical limitations.High classroom strength impacts
content delivery, student engagement, and interaction. Drawing on Vygotsky's (1978)
work, peer collaboration and scaffolding are integral to the learning process,
necessitating innovative strategies to foster active participation and knowledge
construction within larger class sizes. The spatial separation between classrooms
and laboratories exacerbates logistical complexities. According to situated cognition
principles (Brown, Collins, & Duguid, 1989), learning is tied to context, requiring
efforts to integrate theory with practical applications despite physical
distance.Addressing mobility issues concerning equipment underscores resource
optimization and accessibility. Multimedia learning environments should be designed
with attention to cognitive load and instructional efficiency (Mayer, 2001), mitigating
barriers to effective knowledge transfer posed by logistical constraints. Moving
forward, honing skills in curriculum design, student engagement strategies, spatial
organization, and resource management is imperative. Fostering a culture of
collaboration and innovation among stakeholders will be instrumental in overcoming
challenges and optimizing learning outcomes. Implementing blended learning
approaches, leveraging technology for virtual laboratories, and advocating for
infrastructure enhancements can significantly enhance the educational experience.
Embracing a proactive and adaptive mindset is crucial for navigating the evolving
landscape of Indian higher education, striving towards continuous improvement and
enriching the learning journey for both myself and students.
Despite the obstacles, I remain committed to enriching my skills as a learning
facilitator, rather than simply a knowledge disseminator. I understand that the journey
of self-improvement is a continuous one, and I am determined to embrace the
challenges and use them as opportunities for growth and development.
Action Plan
To handle similar challenges in the future, certain strategies will be developed and
adopted. Cultivating a balanced approach to self-actualization by embracing
constructive criticism, celebrating progress, and incorporating peer feedback
mechanisms can provide an objective perspective on one's performance as a
learning facilitator (Biggs & Tang, 2011). Addressing syllabus coverage constraints
requires collaborative efforts involving curriculum designers, educators, and
administrative stakeholders, establishing regular dialogues and feedback loops for
effective curriculum design and implementation (Brown, Collins & Duguid, 1989).
Exploring innovative teaching strategies like flipped classrooms or blended learning
can optimize resource utilization. To tackle high classroom strength, fostering active
student engagement and collaborative learning environments through group work,
peer-to-peer interactions, and leveraging technology-enabled tools can facilitate
personalized attention (Vygotsky's principles). Integrating theory and practice
through virtual or augmented reality simulations and optimizing equipment mobility

Page | 11
can bridge the gap between classrooms and laboratories, aligning with situated
cognition principles (Fullan, 2016).
Strategic approaches include fostering a culture of collaboration and innovation
among stakeholders through regular meetings, workshops, and cross-functional
teams (Mayer, 2001; Fullan, 2016). Proactively advocating for infrastructure
enhancements and integrating technology-enabled learning solutions through
collaborations with IT departments, educational technology experts, and funding
agencies can improve the educational experience (Bates, 2015). Continuous
professional development, adopting a growth mindset, attending relevant
conferences, and participating in peer-to-peer learning communities can help
learning facilitators stay abreast of the latest trends and best practices in higher
education (Darling-Hammond, 2017; Hyler & Gardner, 2017).
Conclusion
In my reflective journey towards transitioning from a knowledge disseminator to a
learning facilitator in higher education, I have drawn upon various scholarly works to
inform and guide my development. By embracing the Gibbs Reflective Cycle, as
suggested by Markkanen et al. (2020), I have been able to systematically analyze
and understand challenging situations encountered within the educational
environment. This cyclical process has allowed me to critically evaluate my
experiences and identify areas for improvement in facilitating learning. The work of
Biggs and Tang (2011) has been instrumental in shaping my approach to teaching
and learning. Their emphasis on "Teaching for quality learning at university"
highlights the importance of focusing on what the student does, rather than just what
the instructor delivers. This perspective has encouraged me to adopt student-
centered approaches, promoting active engagement and collaboration in the learning
process. Furthermore, drawing from Vygotsky's socio-cultural theory (1978), I have
recognized the significance of scaffolding and social interaction in facilitating
learning. By creating collaborative learning environments, I aim to leverage the zone
of proximal development to support students in advancing their understanding and
skills.
In navigating the evolving landscape of higher education, I have found inspiration in
Fullan's work on educational change (2016). Fullan's insights into fostering
innovation and embracing change resonate with my commitment to continuous
improvement and adaptation. By advocating for infrastructure enhancements and
promoting a culture of innovation, I strive to create environments that are conducive
to effective teaching and learning. Additionally, Bates' (2015) exploration of teaching
in a digital age has been invaluable in informing my strategies for integrating
technology into the learning process. Embracing digital tools and resources, I aim to
enhance accessibility, engagement, and flexibility in educational delivery.
Incorporating these diverse perspectives and drawing upon the insights provided by
these scholars, I am empowered to enrich the learning journey for both myself and
my students. Through ongoing reflection, professional development, and a
commitment to innovation, I endeavour to enhance my effectiveness as a learning
facilitator in higher education.

Page | 12
REFERENCES:
Annandale, Marike & Belkasim, Saeid & Bunt, Byron & Chahine, Iman & Beer, Josef
& Jacobson, Trudi & Jagals, Divan & Kamanga, Effiness & Mackey, Thomas &
Olivier, Jako & Reyneke, Maryna & van Tonder, Deon. (2021). Learning through
assessment: An approach towards Self-Directed Learning.
10.4102/aosis.2021.BK280.

Adeani, I. S., Febriani, R. B., & Syafryadin, S. 2020. Reflective practice models in
medical education: A literature review. Linguistics and Culture Review, 4(1), 13-25.
Aithal, P. S., & Aithal, S. 2016. Impact of on-line education on higher education
system. International Journal of Engineering Research and Modern Education, 1(1),
225-235. (Google)
Ashby, C. 2006 'Models for reflective practice', Practice Nurse: The Journal for
Nurses in General Practice, 32(10), pp. 28-32
Barrows, H. S. 1986. A taxonomy of problem-based learning methods. Medical
Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-
2923.1986.tb01386.x(Google)
Barr, R.B. & Tagg, J. 1995, "From Teaching to Learning - A New Paradigm For
Undergraduate Education", Change (New Rochelle, N.Y.), [Online], vol. 27, no. 6, pp.
12-26.
Barrett, J., & Lally, E. (2021). Promoting collaborative learning in engineering
classrooms. Journal of Engineering Education, 80(1), 56-69.
Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and
learning. Tony Bates Associates Ltd.
Bates, A. W. (2019). Teaching in a Digital Age (2nd ed.). Vancouver, BC: Tony Bates
Associates Ltd
Biggs, J. (2003). Aligning teaching for constructing learning. Higher Education
Academy, 1(4), 1-4.
Biggs, J.B., Tang, C. & Society for Research into Higher Education 2011, Teaching
for quality learning at university: what the student does, 4th edn, McGraw-Hill/Society
for Research into Higher Education/Open University Press, Maidenhead.
Bergmann, J., & Sams, A. 2012. Flip Your Classroom: Reach Every Student in Every
Class Every Day. By Jonathan Bergmann and Aaron Sams. Alexandria, Va.: The
Association for Supervision and Curriculum Development, 2012. ix + 112 pages.
ISBN 978‐1‐56484‐315‐9. $13.57.
Brown, J.S., Collins, A. & Duguid, P. 1989, "Situated Cognition and the Culture of
Learning", Educational researcher, vol. 18, no. 1, pp. 32-42.
Bligh, D. 2000, What's the use of lectures? Jossey-Bass, San Francisco.

Page | 13
Blumberg, P. 2016, "Factors that Influence Faculty Adoption of Learning-Centered
Approaches", Innovative higher education, vol. 41, no. 4, pp. 303-315.
Bonwell, C.C., Eison, J.A., George Washington Univ., Washington, DC & ERIC
Clearinghouse on Higher Education, Washington, DC 1991, Active Learning:
Creating Excitement in the Classroom. ERIC Digest, ASHE-ERIC Higher Education
Reports, The George Washington University, One Dupont Circle, Suite 630,
Washington, DC.
Brantley-Dias, L., Puvirajah, A. & Dias, M. 2021, "Supporting teacher candidates'
multidimensional reflection: a model and a protocol", Reflective practice, vol. 22, no.
2, pp. 187-202.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university: What the
student does. McGraw-hill education (UK).
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach
to designing college courses. John Wiley & Sons.
Mohanty, A. and Dash, D. (2016) Engineering Education in India: Preparation of
Professional Engi neering Educators. Journal of Human Resource and Sustainability
Studies, 4, 92-101. http://dx.doi.org/10.4236/jhrss.2016.42011
Brown, R., & Bingle, P. (2018). Industry needs in engineering education. Journal of
Engineering Studies, 33(1), 45-58.
Chen Lu, H. 2021, "Enhancing university student employability through practical
experiential learning in the sport industry: An industry-academia cooperation case
from Taiwan", The journal of hospitality, leisure, sport & tourism education, vol. 28,
pp. 100301.

Cook, D.A., Gelula, M.H., Dupras, D.M. & Schwartz, A. 2007, "Instructional methods
and cognitive and learning styles in web‐based learning: report of two randomised
trials", Medical education, vol. 41, no. 9, pp. 897-905.
Chroinin, D.N. & O'Sullivan, M. 2014, "From initial teacher education through
induction and beyond: a longitudinal study of primary teacher beliefs", Irish
educational studies, vol. 33, no. 4, pp. 451-466.
Craft, A. 2005, Creativity in schools: tensions and dilemmas, 1st edn, Routledge,
Abingdon.
Darling-Hammond, L., Hyler, M.E., Gardner, M. & Learning Policy Institute 2017,
Effective Teacher Professional Development, Learning Policy Institute.
Dewey, J. (1993). How we think: A restatement of the relation of reflective thinking to
the educative process. D.C. Heath.
Feisel, L.D. & Rosa, A.J. 2005, "The Role of the Laboratory in Undergraduate
Engineering Education", Journal of engineering education (Washington, D.C.), vol.
94, no. 1, pp. 121-130.
Felder, R. M., & Silverman, L. K. 1988 . Learning and teaching styles in engineering
education. Engineering education, no. 78,pp. 674-681.

Page | 14
Kashyap, A. M., Sailaja, S. V., Srinivas, K. V. R., & Raju, S. S. (2021). Challenges in online
teaching amidst covid crisis: Impact on engineering educators of different levels. Journal of
Engineering Education Transformations, 34(Special Issue).
https://doi.org/10.16920/jeet/2021/v34i0/157103

Franco, C., Soares, A. B., Coelho, V. A., & Linhares, M. B. (2022). Reflective writing
in education: A systematic review. Frontiers in Education, 7, 1-13.
Fullan, M. & Stiegelbauer, S. 1991, The new meaning of educational change, 2nd
edn, Cassell, London.

Garrison, D. R., & Vaughan, N. D. 2008., "Blended Learning in Higher Education:

Framework, Principles, and Guidelines , by D. Randy Garrison and Norman D.
Vaughan. San Francisco, CA: Jossey-Bass, 2007. 256 pages, hard coverBlended
Learning in Higher Education: Framework, Principles, and Guidelines, by GarrisonD.
Randy and VaughanNorman D. San Francisco, CA: Jossey-Bass, 2007. 256 pages,
hard cover", Academy of Management learning & education, vol. 7, no. 1, pp. 135-
137.

Gibbs, G. (1988). Learning by Doing: a Guide to Teaching and Learning Methods.

[online] Oxford Brookes University, Oxford Brookes University, p.49. Available at:
https://thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-
graham-gibbs.pdf.

Ghaye, T. 2011;2010;, Teaching and learning through reflective practice: a practical

guide for positive action, 2nd;2;2nd; edn, Routledge,London.

Hargreaves, A. (2005). Educational change takes ages: Life, career and generational
factors in teachers’ emotional responses to educational change. Teaching and
Teacher Education, 21(8), pp.967–983.doi:https://doi.org/10.1016/j.tate.2005.06.007.

Kenyon, C. & Hase, S. 2001, Moving from Andragogy to Heutagogy in Vocational

Education
Sailaja, S. V., Kashyap, A. M., & Raju, S. S. Scaling Online Teaching and Learning to Best
Conventional Mode. Innovative Teaching and Learning Process during COVID 19, 31.
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper
presented at the Building Teacher Quality: What Does the Research Tell Us ACER
Research Conference, Melbourne.
Illeris, K. 2003, "Towards a contemporary and comprehensive theory of learning",
International journal of lifelong education, vol. 22, no. 4, pp. 396-406.
Illeris, K. 2007, How we learn: learning and non-learning in school and beyond,
English edn, Routledge, London.

Page | 15
Illeris, K. 2008;2009;, Contemporary theories of learning: learning theorists - in their
own words, 1;1st.; edn, Routledge, London.
Illeris, K. 2018, Contemporary theories of learning: learning theorists - in their own
words, Second;2; edn, Routledge, London.

Jones, A., & Luo, S. (2020). Integrating skills development into engineering
education. Engineering Education, 78(4), 210-224.
Kothari, D. S. (2004). Quality concerns in Indian education. Economic and Political
Weekly, 39(27), 2937-2942.
Larrivee, B. (1999). Authentic classroom management: Creating a learning
community and building reflective practice. Allyn and Bacon.
Markkanen, I., Välimaa, R., Kangas, M., Ojala, T., & Okkonen, J. (2020). Reflective
practice in early childhood education: A review of the literature. European Early
Childhood Education Research Journal, 28(2), 210-225.
Markkanen, P., Välimäki, M., Anttila, M. & Kuuskorpi, M. 2020, "A reflective cycle:
Understanding challenging situations in a school setting", Educational research
(Windsor), vol. 62, no. 1, pp. 46-62.
Martin, D., & Bolliger, D. (2020). Student-centered learning in higher education.
Educational Technology Research and Development, 68(3), 1123-1138.
Maslow, A.H. 1943, "A theory of human motivation", Psychological review, vol. 50,
no. 4, pp. 370-396.
Mayer, R.E., Heiser, J. & Lonn, S. 2001, "Cognitive Constraints on Multimedia
Learning: When Presenting More Material Results in Less Understanding", Journal
of educational psychology, vol. 93, no. 1, pp. 187-198.
Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the
college classroom. Jossey-Bass.
Mishra, P., & Yadav, A. (2020). Theory and practice: An examination of pedagogical
content knowledge in India. Education and Information Technologies, 25(6), 5447-
5465.
Moon, J. 2007, "Getting the measure of reflection: considering matters of definition
and depth", Journal of radiotherapy in practice, vol. 6, no. 4, pp. 191-200.
Maslow, A.H. 1999, Toward a psychology of being, 3rd edn, Wiley, Chichester;New
York, NY;..
Ono, Y., & Ichii, S. (2019). Reflective practice in social work: A cross-cultural
perspective. Routledge.
Pham, T. H., Tran, L. T., Nguyen, L. T., & Bui, T. T. (2020). Reflective practice in
higher education: A systematic review. Higher Education Research & Development,
39(6), 1147-1162.
Prince, M. 2004, "Does Active Learning Work? A Review of the Research", Journal of
engineering education (Washington, D.C.), vol. 93, no. 3, pp. 223-231.

Page | 16
Rajput, V., & Bansal, A. (2017). Paradigm shift in teaching learning process in Indian
education system. International Journal of Education and Management Studies, 7(1),
47-52.
Rao, D. B. (2004). Problems of higher education in India. Discovery Publishing
House.
Rogers, C.R. 1951, Client-centered therapy: its current practice, implications and
theory, Constable, London.
Schön, D.A. 1983, The reflective practitioner: how professionals think in action,
Temple Smith, London.

Shahin, A., Sen, A., & Dincer, H. (2019). Reflective practice in teacher education: A
bibliometric analysis. Sustainability, 11(24), 7182.
Sharma, A., & Mishra, P. (2019). Traditional teaching and learning practices: A critical
review. In Handbook of Research on Strategies for Teaching in the Digital Age (pp. 1-
19). IGI Global.
Singh, A.K. 2019, "What Impostors Phenomenon and Fear of Success talk about
Indian School Education?: An Empirical Study", Skhid : analitychno-informat͡ s︡ iĭnyĭ
z͡ h︡ urnal, , no. 5(163), pp. 48-59.
Smith, J. (2019). The role of the educator in skill development. Journal of Higher
Education, 45(2), 123-135.
Tawanwongsri, W., & Phenwan, T. (2019). Applying Gibbs' reflective cycle to
enhance medical students' learning experience in a family medicine clerkship.
Education for Primary Care, 30(5), 318-321.
Vygotsky, L.S. & Cole, M. 1978;1980;, Mind in society: the development of higher
psychological processes, 1st edn, Harvard University Press, London;Cambridge,
MA;.
Weimer, M. 2013, Learner-Centered Teaching: Five Key Changes to Practice, 2.
Aufl.;2nd;2;Second; edn, Jossey-Bass, San Francisco.
Williams, K., Woolliams, M. & Spiro, J. 2020, Reflective writing, 2nd edn, Red Globe
Press, London.
Wurdinger, Valli, L. & Buese, D. 2007, "The Changing Roles of Teachers in an Era of
High-Stakes Accountability", American educational research journal, vol. 44, no. 3,
pp. 519-558.
Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction.
Routledge.

Page | 17
 APPENDICES
APPENDIX – I
Flipped Classroom: Harnessing the Technology in my Class room

The following example illustrates how I integrated the flipped classroom teaching
methodology into my teaching and learning process. I utilized resources such as
Canvas and YouTube, marking my first experience implementing the flipped
classroom technique. This initiative followed my exploration through the International
Engineering Educators Certified Program (IIEECP), a joint venture program by the
International Society for Engineering Pedagogy (IGIP) based in Austria.

1. Subject: Network Analysis (Circuit Elements) (THEORY SUBJECT AND LAB)

2. Topic Selected: Formation of a capacitor

3. Simulation lab for the selected topic’s link :

https://phet.colorado.edu/sims/html/capacitor-lab-basics/latest/capacitor-lab-
basics_en.html

4. Principle to reinforce the lab:

a. The subject pertains to Network Analysis and focuses on the extensive

usage of Circuit Elements. Learners may encounter difficulty understanding the
role of a capacitor in forming an electrical circuit.

b. Additionally, since the flow of current within the circuit cannot be visually
observed, simulation labs enable teachers to explain concepts by simulating how
positive and negative charges develop in the plates when the circuit is in series or
parallel.

c. Moreover, in hands-on lab experiences, teachers can explain positive

voltage and the capacitor's function in terms of positive voltage in a DC supply.
However, utilizing simulation labs allows teachers to elucidate the concept of

Page | 18
negative voltage in a DC supply, enabling learners to discern differences in capacitor
formation in a DC supply.

5. Questions from the learners:

a. What do you mean by positive and negative voltage?

b. What is the use of formation of a capacitor in the circuit analysis

6. Conclusion:

The learners may identify the use of capacitors in developing various electrical
circuits. Additionally, they can draw inferences regarding the impact of positive and
negative charges on different types of circuits in real-time problems.

6. Reflective Report:

a. The learners clearly understood what was happening within the circuit through
this simulation lab.

b. They felt more comfortable with the topic when delivered during lectures rather
than being exposed to this newer approach in my teaching methodology.

c. Additionally, since this was a simulation lab, both the learners and I worked
without any stress regarding circuit malfunctioning, and there was no risk of damage
to the circuits as in practical cases.

d. There were absolutely no problems encountered by me or the students;

everything went smoothly using this simulation lab, in contrast to conventional
practical labs.

e. In the future, I plan to use MATLAB and other relevant sources of

virtual/simulation labs for the subjects I will be teaching.

With the implementation of flipped class in my teaching I had experienced these

challenges that organization of flipped class, lack of motivation in the students, huge
memory space by the video lecture. In the beginning, I had gone through the concept
of flipped class and came to know these points that what is the content to be
delivered in the video and also what sort of practicality I have to include in my video.
Because, as it was my first time of implementing this, I had done like this. Also,
another challenge I had faced during implementation was the size of the video
lecture was found to be more, for which the storage space demand was high. So, by
means of video editing software I had compressed the video size and uploaded in
you tube and I had given that link to the students through e-mail by which I can be
able to know how many numbers of students watched the posted video content. By
this, I came to know about who are the students did not watched the video lecture.

Page | 19
The benefits of this type of methodology I found was the students as well as teacher
can go in depth into the subject, the lectures can be reused, students can be able to
learn whenever they want with the help of video lectures. These are the challenges
and benefits of flipped class in my perspective.

Appendix II
SWOC Analysis

Gibb’s reflective cycle

Prompting questions to help with contemplation and a quick grasp of each

step of Gibb's reflective cycle.

S.No Phases Explanation of the Phases Questions to proceed in

the reflective writing

1. Description Describe the experience of What were the specific skills

enriching skills as a learning you aimed to enrich as a
facilitator in a higher education learning facilitator?
environment.

2. Feelings Reflect on your emotional How did you feel initially

response to the experience about transitioning to a
facilitator role?

3. Evaluation Assess the positives and What aspects of your

negatives of the experience. facilitation style were
effective?

4. Analysis Examine the experience How did your approach differ

Page | 20
 critically, exploring its from traditional knowledge
significance. dissemination?

5. Conclusion Summarize the lessons learned What new insights have you
and insights gained. gained about facilitating
learning in higher education?

6. Action Plan Develop an action plan for future How will you further develop
improvement. your skills as a learning
facilitator?

Appendix III:
How might I contribute to addressing the issue by reflecting on my SWOC at different
stages of Gibb’s Reflective Cycle?

Description Feelings Evaluation Analysis Conclusion Action Plan

Strengths Recognize Excitement Positive Embrace Acknowledge Continuously

expertise in about adopting feedback from innovative the importance refine
subject a new role. students. teaching of learner- facilitation
matter. methods. centered techniques
approaches. based on
feedback.
Weaknesses Lack of Anxiety about Difficulty Struggle with Identify areas Seek
experience in transitioning managing balancing for mentorship or
facilitation. from a lecturer group content improvement training to
to a facilitator. dynamics. delivery and in facilitating enhance
facilitation. discussions. facilitation
skills.
Opportunities Embrace Enthusiasm for Collaboration Integration of Incorporate Engage in
opportunities exploring new with technology to feedback to workshops or
for teaching colleagues to enhance adapt and seminars to
professional methodologies. share best learning evolve as a stay updated
growth. practices. experiences. facilitator. on facilitation
techniques.

Challenges Limited time Frustration with Institutional Resource Recognize Advocate for
for initial challenges resistance to constraints for limitations and institutional
preparation in facilitation. change in implementing seek support support for
and teaching innovative when needed. facilitation
reflection. methods. strategies. training and
resources.

Page | 21
Appendix- IV

Page | 22
My reflective diary
Aim: To provide a better learning facilitation environment

Page | 23
Action plan:

Tasks Actions Timeline Resources

Examine the work, the topics that need
Revise the report to be covered, and look for any 10 May 2024 My reflective report
mistakes or missing details. and diary, resources
provided in Teesside
University blackboard

Peer review Proof reading. 12 May,2024 Course mates in the

University.
• Create plans that take the new • Outlining the
Next steps towards knowledge into account. On going. anticipated learning
improvement • Give professional growth outcomes (LOs) and
careful thought. course objectives for
• Continue to watch and consider learning (CLOs) before
the events. the content is
 Work more critically. delivered
• Other certification
courses and
summertime online
courses offered by
Teesside University
(QTLS).
• Keeping a reflective
journal while acting as
a stand-in supervisor
at school visits.
• The tutor's comments
and feedback on the
report

knowing the policies of the government.

Updating oneself On going. Government sites, eg:
pursuing a course on safeguarding. AICTE, NITTR and
GOV.UK

From the supply

agencies.

To get a job role in a To register for Ph.D., and enrich my October,2025 Online from Teesside
reputed University skills along with applying for a University.
university role in England

Page | 24