This paper presents the findings of research into student views and uses of an electronic portfolio, which was introduced on a large undergraduate social science degree programme to promote reflective learning and personal development planning. The findings indicate that, while a majority of students evaluated the e-portfolio positively, they were more equivocal about the benefits of externally imposed reflective learning activities. The authors conclude by problematising the concept of reflective learning and the use of electronic tools as substitutes for face-to-face dialogue and personal relationships with tutors.
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