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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, Julia Milner
Copyright: © 2020 |Volume: 16 |Issue: 1 |Pages: 17
ISSN: 1548-3908|EISSN: 1548-3916|EISBN13: 9781799802761|DOI: 10.4018/IJTHI.2020010106
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MLA

O'Reilly, Sharleen, and Julia Milner. "Impact of Technology-based Reflective Practice Tools on Student Skill Development." IJTHI vol.16, no.1 2020: pp.77-93. http://doi.org/10.4018/IJTHI.2020010106

APA

O'Reilly, S. & Milner, J. (2020). Impact of Technology-based Reflective Practice Tools on Student Skill Development. International Journal of Technology and Human Interaction (IJTHI), 16(1), 77-93. http://doi.org/10.4018/IJTHI.2020010106

Chicago

O'Reilly, Sharleen, and Julia Milner. "Impact of Technology-based Reflective Practice Tools on Student Skill Development," International Journal of Technology and Human Interaction (IJTHI) 16, no.1: 77-93. http://doi.org/10.4018/IJTHI.2020010106

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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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