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dc.contributor.authorGaitan, Alfredoen
dc.date.accessioned2018-12-11T10:22:54Z
dc.date.available2018-12-11T10:22:54Z
dc.date.issued2012-01-01
dc.identifier.citationGaitan A (2012) 'Understanding students’ experiences of e-PDP and the factors that shape their attitudes', International Journal of EPortfolio, 2 (1), pp.29-38.en
dc.identifier.issn2157-622X
dc.identifier.urihttp://hdl.handle.net/10547/623035
dc.description.abstractUsing 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.
dc.language.isoenen
dc.publisherCenter for Teaching and Learning, University of Georgia.en
dc.relation.urlhttp://www.theijep.com/articleView.cfm?id=61en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjecte-PDP,en
dc.subjectattitudesen
dc.subjectePortfoliosen
dc.subjectC812 Educational Psychologyen
dc.titleUnderstanding students’ experiences of e-PDP and the factors that shape their attitudesen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalInternational Journal of EPortfolioen
dc.date.updated2018-12-11T10:09:43Z
dc.description.noteOpen Access journal (though no CC licence visible)
html.description.abstractUsing 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.


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