Reflection Essay
Lexi Bowman
Old Dominion University
IDS 493: Electronic Portfolio Project
Professor Andrews
April 21, 2025
Abstract
This reflective essay explores the multifaceted learning experiences encountered in IDS 493. It examines the development of reflective thinking, the integration of academic and professional skills, and the construction of an ePortfolio as a tool for personal and career advancement. Supported by scholarly literature, the essay underscores the transformative impact of the course on the author’s educational journey.
Introduction
IDS 493, the capstone course in the Interdisciplinary Studies program, serves as a culmination of the diverse academic and professional experiences accumulated throughout my undergraduate journey. The course’s emphasis on reflection, integration of knowledge, and the development of an ePortfolio provided a structured platform to synthesize learning and articulate personal growth. This essay reflects on the transformative experiences within IDS 493, highlighting the development of reflective practices, the integration of interdisciplinary knowledge, and the construction of an ePortfolio that encapsulates my academic and professional evolution.
Reflective Learning and Critical Thinking
Engaging in reflective practice was a cornerstone of IDS 493. The course encouraged a deliberate examination of past experiences, fostering a deeper understanding of personal learning processes. Parkes, Dredger, and Hicks (2013) emphasize that ePortfolios serve as effective tools for measuring reflective practice, enabling students to connect experiences with learning outcomes. Through structured reflections, I was able to critically assess my academic journey, identify areas of growth, and recognize patterns in my learning behaviors. This metacognitive approach enhanced my ability to think critically and adaptively, skills that are essential in both academic and professional contexts.
Integration of Academic and Professional Skills
IDS 493 facilitated the integration of academic theories with practical applications. The interdisciplinary nature of the course allowed me to draw connections between diverse fields of study, fostering a holistic understanding of complex issues. Butler (2010) notes that ePortfolios enable students to showcase the integration of knowledge and skills across disciplines, highlighting their ability to apply learning in real-world contexts. By compiling artifacts from various courses and professional experiences, I was able to demonstrate the synthesis of theoretical knowledge with practical competencies, illustrating my preparedness for the multifaceted challenges of the professional world.
Development and Significance of the ePortfolio
The construction of the ePortfolio was a transformative process that required careful selection, organization, and reflection on academic and professional artifacts. Weber, Cai, and Elliston (2023) assert that ePortfolios support reflection and engaged learning, serving as dynamic representations of students’ growth and competencies. Through the ePortfolio, I was able to narrate my educational journey, articulate learning outcomes, and present evidence of skill development. The iterative process of curating and reflecting on artifacts not only reinforced my learning but also enhanced my ability to communicate my academic and professional narrative effectively.
Personal and Professional Growth
The reflective practices and integrative learning experiences in IDS 493 contributed significantly to my personal and professional development. Slepcevic-Zach and Stock (2018) highlight that ePortfolios serve as tools for self-reflection, enabling students to assess their competencies and identify areas for growth. Engaging in this process allowed me to recognize my strengths, address weaknesses, and set informed goals for future development. The insights gained through reflection have informed my career aspirations, guiding my pursuit of opportunities that align with my skills and interests.
Challenges and Overcoming Obstacles
The journey through IDS 493 was not without challenges. Balancing the demands of compiling the ePortfolio with other academic responsibilities required effective time management and organizational skills. Yang and Wong (2024) discuss common barriers in ePortfolio implementation, including technological challenges and the need for sustained motivation. By establishing a structured timeline and seeking feedback from peers and instructors, I was able to navigate these challenges successfully. The process underscored the importance of resilience and adaptability, qualities that are invaluable in both academic and professional settings.
Future Applications and Lifelong Learning
The skills and insights gained from IDS 493 have far-reaching implications for my future endeavors. The ability to engage in reflective practice, integrate interdisciplinary knowledge, and communicate competencies effectively are essential for lifelong learning and career advancement. Cambridge, Cambridge, and Yancey (2009) emphasize that ePortfolios support ongoing learning and identity development, serving as living documents that evolve with the individual. I intend to continue updating my ePortfolio, using it as a tool to document professional experiences, reflect on growth, and showcase achievements to potential employers.
Conclusion
IDS 493 has been a pivotal course in my academic journey, fostering the development of reflective practices, integrative learning, and professional competencies. The construction of the ePortfolio provided a structured platform to synthesize experiences and articulate personal growth. Supported by scholarly literature, this reflection underscores the transformative impact of the course, highlighting its role in preparing me for the complexities of the professional world and the pursuit of lifelong learning.
References
Butler, P. (2010). A review of the literature on portfolios and electronic portfolios. eCDF ePortfolio Project. Massey University College of Education.
Cambridge, D., Cambridge, B., & Yancey, K. B. (2009). Electronic portfolios 2.0: Emergent research on implementation and impact. Stylus Publishing.
Parkes, K. A., Dredger, K. S., & Hicks, D. (2013). ePortfolio as a measure of reflective practice. International Journal of ePortfolio, 3(2), 99–115.
Slepcevic-Zach, P., & Stock, M. (2018). ePortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291–307. https://doi.org/10.1080/14623943.2018.1437399:contentReference[oaicite:16]{index=16}
Weber, K., Cai, T., & Elliston, Z. (2023). I can see clearly now: Using ePortfolios to support reflection and engaged learning in a summer internship program. International Journal of ePortfolio, 13(1), 55–67.
Yang, H., & Wong, R. (2024). An in-depth literature review of e-portfolio implementation in higher education: Processes, barriers, and strategies. Issues and Trends in Learning Technologies, 12(1), 65–101.