Using structured learning e-journals as a formative e-assessment strategy: Guiding student-teachers to reflect on their learning through the mirror, microscope, and binoculars.

ID: 51821 Type: Full Paper
  1. Bernard Bahati, University of Rwanda & Stockholm University, Sweden
  2. Uno Fors and Preben Hansen, Stockholm University, Sweden
  3. Alphonse Benegusenga, University of Rwanda, Rwanda

Thursday, March 29 1:45 PM-2:15 PM

Presider:
Lara Ervin-Kassab, San Jose State University, United States

Studies on the use of electronic journals to promote reflective learning among student-teachers have mainly focused on the students’ reflection and their learning experience in the context of the teaching practicum. Using e-journal guiding questions and an analytical reflection rubric, this study examined the extent to which the student-teachers reflected on their learning and how their reflective skills evolved through e-journal keeping in the context of the teaching and learning process of a blended course. The results showed that most of the students’ responses to e-journal guiding questions were in non-reflection and reflection levels while few responses were in critical-reflection reflection level. The study also indicated that the longer the time for using e-journals, the more the student-teachers’ reflective skills improved. In the end, the study recommends continued efforts in designing, developing and implementing instructional events whereby student-teachers can have opportunities to exercise and sustain their reflective skills over an extended period of time.

Topic

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