Impact of Technology-based Reflective Practice Tools on Student Skill Development

Impact of Technology-based Reflective Practice Tools on Student Skill Development

Sharleen O'Reilly (University College Dublin, Dublin, Ireland) and Julia Milner (EDHEC Business School, Roubaix, France)
Copyright: © 2020 |Pages: 17
DOI: 10.4018/IJTHI.2020010106

Abstract

The purpose of this study was to examine how students received the combination of technology-based tools implemented in a staged manner within a curriculum and if any specific tool was of greater benefit in developing their reflective practice skills. Participants were 45 tertiary students enrolled in a health professional course. Qualitative and quantitative analysis revealed student preference for individual tools changed over time. Students preferred supportive tools (simulated video recordings, group blogging and teaching approaches) earlier on and independent tools (e-journaling and online reflective summary writing) in their final year. The findings support the use of different reflective practice tools in course design to better support student development and improve student engagement in reflective practices.
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Background

In recent years studies across different disciplines and countries have investigated the application of reflective practice in higher education settings (Blackburn et al., 2014; Falk-Ross, 2012; Griggs et al., 2015; Hermsen and Embregts, 2015; Muncy, 2014; Ossa Parra et al., 2015; Shaw, 2013; Swanwick et al., 2014). Common tools used include reflective learning journals, portfolios, group reflection and mentoring (Alegado, 2017). Technology-based tools such as video, electronic portfolios and blogs are increasingly being explored as vehicle to extend or facilitate reflective practice (Muncy, 2014; O'Reilly and Milner, 2015).

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