This paper describes the development and evaluation of a reflective log assignment introduced on a taught postgraduate psychology programme. Whether the reflective logs were an effective tool to enhance thinking and learning across a module was examined and how valuable students found the logs was explored. Logs of 13 students were examined using content analysis to establish the extent of reflective writing. Students demonstrated high levels of reflection across the course. Eight students participated in focus groups which explored their experiences of completing logs, and focus group transcripts were analysed thematically. Participants generally viewed the log positively, using it to aid retention, voice opinions and further deep thinking. Preference for the log to count towards course credits was voiced. The logs therefore proved to be effective learning aids and were acceptable to, and valued by, postgraduate psychology students. Further consideration as to how logs are assessed is required.
|Journal||Journal of Perspectives in Applied Academic Practice|
|Publication status||Published - 7 Mar 2017|
Bibliographical noteThis work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Powell, R., Vlachopoulos, P., & Shaw, R. (2017). Development and Evaluation of a Reflective Log Assignment Designed to Enhance Postgraduate Psychology Students’ Learning Experience. Journal of Perspectives in Applied Academic Practice, 5(3). https://doi.org/10.14297/jpaap.v5i3.232