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

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.

Integrating reflection into a mobile-assisted reading program for learning English as a second language in China

“…In addition, the related research in this field usually focuses on the effect of reflective e-journals, while literature comparing the different modes of reflection remains lacking (Chan and Wong, 2021). Besides, the limited research about mode preference usually focused on fields of vocational training such as teacher training or medical training (Rolfe, 1997;Shoffner, 2009;Falk-Ross, 2012;O'Reilly and Milner, 2020), with little attention on the terrain of language acquisition. Another problem with research on reflection mode is that they often arrived at inconsistent findings.…”

“…Another possible explanation for it might be the influence of age and learning stage as participants in this study were students majoring in English in the first year and their age differences were not distinct whereas participants in Cecilia's study involves students from Year 1 to Year 4. Previous studies reported that experienced learners may consider writing as a more effective way to reflect on oneself while novice learners may be more inclined to audio and video reflection (Bye et al, 2009;O'Reilly and Milner, 2020).…”

“…As also indicated in this study and previous studies, convenience and familiarity are priority factors students consider in their choice of reflection mode (Shoffner, 2009). Accordingly, If teachers wish to facilitate students' learning in MALL with reflective practices, then unlike traditional singular reflection requirement (paper journal or e-journal), teachers, based on the understanding of students' learning experience and possible preferences, may provide two or three popular modes (such as traditional paper journal, audio reflection or collaborative reflection) for students to reflect on whatever convenient channel to them (Shoffner, 2009;Falk-Ross, 2012;O'Reilly and Milner, 2020). In addition, teachers may take the learners' age or learning content into consideration and suggest more appropriate modes for students since previous studies indicated that learners with different ages/levels may prefer different kinds of reflection modes (O'Reilly and Milner, 2020).…”

“…Accordingly, If teachers wish to facilitate students' learning in MALL with reflective practices, then unlike traditional singular reflection requirement (paper journal or e-journal), teachers, based on the understanding of students' learning experience and possible preferences, may provide two or three popular modes (such as traditional paper journal, audio reflection or collaborative reflection) for students to reflect on whatever convenient channel to them (Shoffner, 2009;Falk-Ross, 2012;O'Reilly and Milner, 2020). In addition, teachers may take the learners' age or learning content into consideration and suggest more appropriate modes for students since previous studies indicated that learners with different ages/levels may prefer different kinds of reflection modes (O'Reilly and Milner, 2020). Thirdly, teachers should be cautious when adopting reflection as a supervision or process management method since many students still preferred mobile reading as a kind of autonomous study and did not like to be controlled or supervised as findings in this study indicated.…”

Quantify the Behaviour Intention of Individuals to Control SC Performance by Exploring Cloud Storage Services

“…This research focuses only on SaaS based cloud services. SaaS cloud is defined as "application or function made available to customers, by the provider, through various devices like web browser or program interfaces" (Wease et al, 2018, p.449).The Software as a Service (SaaS) based cloud storage drives like Google Drive, iCloud, DropBox, Microsoft OneDrive, or Office 365, …etc., which are safe to store and access the data from anywhere, at any place without any complexity (Kalim et al, 2020, Chae, et al, 2020, Chege et al, 2020, Reilly and Milner, 2020, Sahu and Khandekar, 2020, Kani et al, 2020.…”