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Impact of technology-based reflective practice tools on student skill development

Version 2 2024-06-03, 08:34
Version 1 2019-11-05, 09:45
journal contribution
posted on 2024-06-03, 08:34 authored by S O'Reilly, J Milner
Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 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.

History

Journal

International journal of technology and human interaction

Volume

16

Season

January-March

Pagination

77-93

Location

Hershey, Pa.

ISSN

1548-3908

eISSN

1548-3916

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2020, IGI Global

Issue

1

Publisher

IGI Global