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Understanding students’ experiences of e-PDP and the factors that shape their attitudes

  • Alfredo Gaitan
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Using an action research approach, e-PDP (electronically-supported Personal Development Planning) was embedded within an undergraduate psychology curriculum at an English university for more than two years. e-PDP was embedded in three ways: (a) information literacy micro-tasks, (b) blogs of learning activities, and (c) eportfolios submitted at the end of each academic year in which the students assessed their experiences and development across all units. This paper focuses on findings from the qualitative analysis of a sample of interviews with students. A system of five interconnected categories was identified at the center of which were the students' "attitudes" towards reflective writing and the construction of eportfolios. These attitudes were closely related to a perception of "purpose" (many different purposes, but also lack of purpose), as well as "technical aspects" (experiences of using the software), the students' willingness (or reluctance) to "disclose personal aspects" in their eportfolios, and the "guidance" received from tutors.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 29-38

Journal (Volume, Issue Number)

International Journal of EPortfolio (Volume 2, Issue 1)

Publication milestones

  • Published - 01/01/2012

Publication status

Published - 01/01/2012

ISSN

2157-622X

External Publication IDs

  • handle.net: 10547/623035

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