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Digital Video for Fostering Self-Reflection in an ePortfolio Environment


Learning, Media and Technology Volume 34, Number 4, ISSN 1743-9884


The ability to self-reflect is widely recognized as a desirable learner attribute that can induce deep learning. Advances in computer-mediated communication technologies have led to intense interest in higher education in exploring the potential of digital tools, particularly digital video, for fostering self-reflection. While there are reports pointing to the salutary effects of digital video on learners' reflective ability, a systematic inquiry into how digital video can be utilized to promote self-reflection in an ePortfolio context remains under-reported. In this paper, we pose two questions: (1) Do students have the confidence to create their own digital videos for reflection and do they find this activity relevant to their learning needs?; and (2) To what extent does digital video affect the level of self-reflection and the nature of peer feedback? Results from this small-scale exploratory case study provide evidence in support of video use as a reflective tool in an ePortfolio context and highlight the need for considering pedagogical and technological issues that are of significance for teachers, educators and ePortfolio developers. (Contains 1 figure and 9 tables.)


Cheng, G. & Chau, J. (2009). Digital Video for Fostering Self-Reflection in an ePortfolio Environment. Learning, Media and Technology, 34(4), 337-350. Retrieved December 10, 2019 from .

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