Understanding students’ experiences of e-PDP and the factors that shape their attitudes
This report examines how electronically-supported Personal Development Planning (e-PDP) supported the learning of undergraduate psychology students.
Alfredo Gaitán, University of Bedfordshire
International Journal of ePortfolio (IJeP), Vol 2 No 1, 2012
About the article
Using an action research approach, e-PDP was embedded within an undergraduate psychology curriculum at an English university for more than 2 years. e-PDP was embedded in 3 ways:
- information literacy micro-tasks
- blogs of learning activities, and
- eportfolios submitted at the end of each academic year in which the students assessed their experiences and development across all units.
This paper focuses on findings from the qualitative analysis of a sample of interviews with students. A system of 5 interconnected categories was identified at the center of which were the students’ attitudes towards reflective writing and the construction of eportfolios. These attitudes were closely related to a perception of purpose (many different purposes, but also lack of purpose), as well as technical aspects (experiences of using the software), the students’ willingness (or reluctance) to disclose personal aspects in their eportfolios, and the guidance received from tutors.