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dc.contributor.authorWahesh, Edward
dc.contributor.authorFishman, Seth
dc.contributor.authorMoreton, Amanda
dc.date2021-06-30T22:25:14.000
dc.date.accessioned2021-09-08T14:45:03Z
dc.date.available2021-09-08T14:45:03Z
dc.identifierrepository.wcsu.edu/jcps/vol13/iss2/3
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/1921
dc.description.abstract<p>Content analysis was used to explore student perceptions of two uses of a one-minute essay (OME) in separate semesters of a counseling research course. Each week, participants (<em>N </em>= 48) answered OME questions addressing what they learned and what questions remained unanswered following the class. The utility of the OME was compared to a modified OME, which also included brief personalized feedback provided by the instructor. Findings indicate that both applications of the OME helped facilitate self-reflection on learning and enhanced recall and review of content covered in course readings and lectures. Participants who received personalized responses to their OME from the course instructor each week were more likely to report that the OME increased their engagement in the course.</p>
dc.titlePerceptions of the One-Minute Essay in a Counseling Research Course
dc.title.alternativeOne Minute Essay
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol13/iss2/3
dc.source.statuspublished
dc.subject.keywordOne-minute essay
dc.subject.keywordacademic engagement
dc.subject.keywordresearch training
dc.subject.keywordcounselor education
dc.subject.keywordpersonalized feedback.
wcsu.oldid1363
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/132.1363


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