Using technology for enhancing reflective writing, metacognition and learning

Abstract

There exists broad agreement on the value of reflective practice for personal and professional development. However, many students in higher education (HE) struggle with the concept of reflection, so they do not engage well with the process, and its full value is seldom realised. An online resource was developed to facilitate and structure the recording, storage and retrieval of reflections with the focus on facilitating reflective writing, developing metacognitive awareness and, ultimately, enhancing learning. Ten undergraduate students completed a semi-structured questionnaire prior to participating in a focus group designed to elicit a common understanding of reflective practice. They maintained reflective practice online for 6 weeks and participated in post-study individual interviews. Findings provide evidence for the positive acceptance, efficiency and effectiveness of the intervention. Using a structured approach to online reflective practice is empowering and ultimately enhances undergraduate learning through the development of metacognition.

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