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Enhancing Reflective Practices Through e-Portfolios: The Coventry University Project

The Coventry University Project, part of the National Action Research Network, investigates how personal development planning and e-portfolios foster students' reflective capacities. With a focus on integrating reflection into academic programs, the project supports undergraduate students across various fields—including Performing Arts, Business Management, Engineering, and Computing Science. By employing interdisciplinary group work and structured activities like peer reviews and self-evaluation, the research aims to scaffold effective reflection practices. Interim findings highlight key elements encouraging reflective learning among students.

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Enhancing Reflective Practices Through e-Portfolios: The Coventry University Project

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  1. National Action Research Network on Researching and Evaluating Personal Development Planning and e-Portfolio Practice The Coventry University Project Sarah Wilson-Medhurst, Andrew Turner

  2. Background The Coventry University context

  3. The USEM model of employability (Knight and Yorke, 2002, 2004)

  4. The capability envelope (Stephenson & Yorke, 1998; Stephenson, 2001)

  5. Coventry response • Modular, credit bearing - Add+vantage suite of modules • Supporting exploration (UG level 1), review (UG level 2) and demonstration (UG level 3) • All undergraduates, exception accredited health courses • http://89.234.19.19/coventry_university/index.html

  6. NARN Coventry Project What are the elements that support and encourage a reflective capacity?

  7. Context for this research “Reflection is a learned skill. Students do not necessarily “know” how to reflect effectively on their learning and use those reflections to make connections between the learning that occurs in different contexts (academic, workplace, community). This indicates that we need to carefully scaffold opportunities for reflection into academic programs for students so that they have time to develop this ability” (Penny-Light et al cited in Yancey (2009) p.6.)

  8. What are the elements that support and encourage a reflective capacity? • Assignments? • Review of assignment submission against assignment marking criteria? • E-Portfolio support tool? • Group activities? • Self-evaluation activities? • Others?

  9. Interim findings 1st AR cycle • UG Students (based on 85 students 2008/9 cohort drawn from range of courses as diverse as Performing Arts, Business Management, Engineering and Computing Science) • Key elements appreciated: • Interdisciplinary group work • Activities which scaffold the reflective process including: • Peer review as part of interdisciplinary group work • Review of first assignment

  10. Summary (to date) Interdisciplinary opportunities provided by add+vantage scheme may be useful feature to draw on in supporting students in developing their reflective capacity

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