Development and Evaluation of a Reflective Log Assignment Designed to Enhance Postgraduate Psychology Students’ Learning Experience


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.

Divisions: College of Health & Life Sciences > School of Psychology
College of Health & Life Sciences
College of Health & Life Sciences > Chronic and Communicable Conditions
Additional Information: This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Publication ISSN: 2051-9788
Last Modified: 29 Nov 2023 12:15
Date Deposited: 18 Mar 2019 10:19
Full Text Link: 10.14297/jpaap.v5i3.232
Related URLs: https://jpaap.n ... rticle/view/232 (Publisher URL)
PURE Output Type: Article
Published Date: 2017-03-07
Accepted Date: 2017-03-01
Authors: Powell, Rachael
Vlachopoulos, Panos
Shaw, Rachel

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