MD4058 STUDY SKILLS MODULE

Assignment 2: Reflection

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 Contents
Introduction..............................................................................................................................................3
Main body.................................................................................................................................................3
Conclusion...............................................................................................................................................5
References...............................................................................................................................................7

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 Introduction

As per the findings of Falon et al. (2021), self-reflection allows people to process their

thoughts and emotions, while positive activity improves self-awareness and promotes

constructive participation in future projects. This article will draw on my experiences and

highlight the lessons I've learned from the research skills programme, including how to

write up any of the module's assessments. The fundamental goal of this insightful paper

is to look at my perceptions and list the good and negative facets. It also aids in the

formulation of action plans to enhance the individual's experience, as well as benefiting

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future generations (Moghaddam et al., 2019). On the other hand, the current study

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examines my different strengths and weaknesses, as well as how they influence my

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module practises. The Gibbs reflecting cycle will be used to complete the reflection after
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this article. The Gibbs reflective cycle has six steps, including explanation, thoughts,
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assessment, interpretation, inference, and action plan, and it helps an individual

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improve over time based on their experiences (Adeani et al.2020).

Main body
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It was shown at the beginning of my study skills modules and lectures that critical

thinking is an important aspect of academic programmes. I found that I lack a little

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critical thinking ability, so I was very anxious when completing the activities, wondering
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whether I would be able to complete this work to the best of my ability. My work had

suffered as a result of my lack of critical thinking, and it had disappointed me greatly. On

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the other hand, my mentor provided me with the required direction and guidance. In

addition, I began to learn active listening and developed my reading abilities (Carter et

al., 2017). I changed my thought style based on the guidance, and it now helps me

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 more in my academic activities, especially in my writings. It helped me become a more

successful learner and improved my communication skills through interviews, meetings,

and presentations. I'm hoping it will support me in my future career by allowing me to

think critically about situations.

I was very disorganised and unplanned about the activities at the start of my study skills

module, and I was a little surprised when I realised they were individual works. This left

me even more confused about the events, and I had no precise arrangements in place

to cover them all. I used to take a long time to grasp an idea, which caused a pause in

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my seminar work and made it impossible for me to focus on my task. My lack of time

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management skills had a significant effect on my work activities; that is, I did not

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adequately plan for the task. Then I realised that I needed a strategy to assist me in
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successfully organising my time. I took a tutored practise class and even enrolled in
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online courses to improve my time management skills. I charted my regular schedules

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using these tutorials, and I used to observe them strictly, and I was amazed that it

worked. I gained a lot of influence over my time, which I put to good use for my module
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tasks. My whole job was made simple by the tutor's advice and encouragement, as well
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as the help of my peers. This method of preparation will be included in each module's

activities so that I still have enough time to finish my assignments before the deadline
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(Wolters et al., 2017).

During my research skills module, I was required to write scholarly essays, lectures, and
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other assignments. At first, I had no idea how scholarly writing looked or how to write

properly. I had a lot of trouble doing the comparative analysis in the module at first. But I

didn't give up, and with the aid of my tutors and colleagues, I was able to succeed, and I

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 am thankful for their assistance. Furthermore, I received sufficient knowledge from the

online lecture courses, which assisted me in learning the basic characteristics of

academic literature. In addition, I resolved to improve my writing skills and increase my

enthusiasm for reading. As part of this, I read high-quality reviews and articles, which

allows me to gain additional knowledge about scholarly learning. From there, I saw a

significant change in my composition, which I am hoping would be useful in future

module events (Huisman et al., 2019).

At first, I realised that referencing was an important criterion in scholarly writings. I

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learned the definition and importance of referencing in this research skills module.

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When we use data that has already been discovered by others, referencing is required

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in scholarly work, and at the very least, it prevents plagiarism (Krokoscz, 2021). I did not
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use references in my previous research, but now I understand the importance of
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referring. It was complicated at first because there are so many different kinds of
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referring styles to choose from, such as APA, MLA, Harvard, Chicago, and so on

(Prasad,2017). I sought assistance from my mentor and online forums to learn more
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about referencing, and it guided me in the right direction. This gave me more trust in my
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scholarly writings, and I became more focused on Harvard referencing because our

university uses it. I'll start by referring to the more books available in the university
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library, as well as the online workshops.

Conclusion
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The essay reflected my self-reflection on my experiences, and I found that the research

skill module exercise provided me with new academic skills and proficiencies. I was

able to consider my better and weaker areas with the help of the Gibbs Reflective cycle.

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 The reflection method is made very simple and detailed at each point in this model. I am

confident that this whole learning process will aid in the development of my skills and

the achievement of improved results in the future. Through the study of articles

presented in the curriculum, I discovered that this module has improved my academic

writing. Finally, I learned these skills, which allowed me to successfully complete my

tasks. In the future, I will have an assertive mindset and strive to seize any opportunity

that comes my way, as this will help me advance my overall skills.

(The assignment contains a total of 1026)

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 References

Adeani, I.S., Febriani, R.B. and Syafryadin, S.(2020) USING GIBBS'REFLECTIVE

CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS. Indonesian EFL

Journal, 6(2), pp.139-148.

Carter, A.G., Creedy, DK and Sidebotham, M.(2017) Critical thinking evaluation in

reflective writing: Development and testing of Carter Assessment of Critical Thinking in

Midwifery (Reflection). Midwifery, 54, pp.73-80.

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Falon, S.L., Karin, E., Boga, D., Gucciardi, D.F., Griffin, B. and Crane, M.F.( 2021) A

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clustered-randomised controlled trial of a self-reflection resilience-strengthening

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intervention and novel mediators. Journal of occupational health psychology, 26(1), p.1.
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Huisman, B., Saab, N., van den Broek, P. and van Driel, J( 2019) The impact of
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formative peer feedback on higher education students' academic writing: a Meta-

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Analysis. Assessment & Evaluation in Higher Education, 44(6), pp.863-880.

Krokoscz, M.(2021) Plagiarism in articles published in journals indexed in the Scientific

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Periodicals Electronic Library (SPELL): a comparative analysis between 2013 and

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2018. International Journal for Educational Integrity, 17(1), pp.1-22.

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Moghaddam, R.G., Davoudi, M., Adel, S.M.R. and Amirian, SMR, (2019) Reflective
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teaching through journal writing: A study on efl teachers' reflection-for-action, reflection-

in-action, and reflection-on-action. English Teaching & Learning, pp.1-20.

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Prasad, M.(2017) Usage of References and Its Management in Research. In Scholarly

Communication and the Publish or Perish Pressures of Academia .pp. 118-142

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 Wolters, C.A., Won, S. and Hussain, M.( 2017) Examining the relations of time

management and procrastination within a model of self-regulated

learning. Metacognition and learning, 12(3), pp.381-399.

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