Introduction
This essay aims to evaluate the portfolio activities undertaken as part of an Academic Study Skills module, employing a reflective model to critically assess personal development and learning outcomes. Reflective practice is a cornerstone of academic growth, enabling students to identify strengths, weaknesses, and areas for improvement. The context of this evaluation lies in the portfolio tasks, which include activities such as essay writing, research skills, and time management exercises, designed to enhance core academic competencies. This essay will utilise Gibbs’ Reflective Cycle (1988) as the framework for analysis, exploring key experiences, feelings, and actions derived from these activities. The discussion will focus on specific skills developed, challenges encountered, and the implications for future learning, supported by academic literature to ensure a robust evaluation.
Application of Gibbs’ Reflective Cycle to Portfolio Activities
Gibbs’ Reflective Cycle (1988) provides a structured approach to reflection through six stages: description, feelings, evaluation, analysis, conclusion, and action plan. Applying this model to the portfolio activities, the initial stage of description involves outlining a specific task, such as drafting an academic essay. This activity required research, critical thinking, and adherence to referencing guidelines. Moving to feelings, I experienced initial anxiety due to unfamiliarity with Harvard referencing, but gradual improvement built confidence. Indeed, the evaluation stage reveals both positive and negative aspects; while I successfully constructed a logical argument in the essay, time management remained a challenge, often leading to last-minute submissions.
Furthermore, the analysis stage prompts deeper consideration of why these outcomes occurred. According to Cottrell (2019), effective time management is a skill requiring consistent practice, which I lacked initially. This resonates with my experience, as procrastination hindered progress. However, exposure to online resources and peer feedback during portfolio tasks offered valuable insights into prioritising tasks. Generally, this stage highlights the relevance of external support in addressing personal limitations, aligning with the broader academic discourse on collaborative learning (Hyland, 2016).
Challenges and Skill Development
One prominent challenge during the portfolio activities was developing research skills, particularly in evaluating credible sources. Initially, I struggled to distinguish between high-quality academic articles and less reliable content. However, through guided workshops within the module, I learned to use databases like JSTOR and apply critical appraisal tools, a process supported by Hart’s (1998) emphasis on source evaluation as a fundamental academic skill. Another area of growth was academic writing. Constructing coherent arguments demanded clarity and precision, skills I honed through iterative feedback on drafts. Arguably, this iterative process mirrors the experiential learning cycle, where reflection and adaptation are key (Kolb, 1984).
Despite these advancements, limitations persist. My critical thinking, while improved, lacks the depth required for nuanced analysis, a common issue at undergraduate level (Cottrell, 2019). This awareness signals the need for continued development, particularly in engaging with diverse perspectives to strengthen argumentation.
Conclusion
In conclusion, this reflective evaluation using Gibbs’ Reflective Cycle (1988) has illuminated the multifaceted nature of my learning journey within the Academic Study Skills module. The portfolio activities, ranging from essay writing to research tasks, have facilitated significant skill development in academic writing and source evaluation, though challenges like time management and critical depth remain. These insights underscore the importance of structured reflection in identifying actionable steps for improvement. Moving forward, the implications for my academic practice involve adopting stricter scheduling and engaging more deeply with critical texts to enhance analytical skills. Ultimately, this reflective process has not only clarified my current standing but also paved the way for sustained academic growth.
References
- Cottrell, S. (2019) The Study Skills Handbook. 5th edn. Macmillan International Higher Education.
- Gibbs, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Further Education Unit.
- Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research Imagination. SAGE Publications.
- Hyland, K. (2016) Teaching and Researching Writing. 3rd edn. Routledge.
- Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
