Reflection Report of Dissertation on mpact of information system on student learning experience

AbstractThis essay reflects the lessons and obstacles that I faced during the course of indite my dissertation. Utilizing the Gibbs wistful Cycle in commit to illustrate the motion, this essay reflects upon different stages of the dissertation process and thus serves to assist me in developing a further understanding of the opportunities for uttering out better interrogation in the future.1 IntroductionThe process of writing my dissertation began with the drive to expand my on-going capabilities and broaden my educational capture. Throughout this pensive essay I cave in use the Gibbs reflective Cycle, which includes elements such as a basic description, my reactions, an military rank of the intimacy, analysis, specific and general conclusions and my personal plan for action (Timmons et al, 2013).2 Gibbs Reflective Cycle2.1 DescriptionIn order to accurately illustrate the scenario, a basic description enables me to look the entire process dispassionately (Hegarty, 201 1). My starting point for the inquiry was the nous that increased technology has an impact on the learning process. This area presented a well-researched topic in the private sector, moreover, I felt there was flyspeck material available on this subject, upon which to base quality evaluation for existence facilities such as schools. In the beginning there was respectable breed before there was a single word written. As the hold began to form, I began to feel more than at ease with the adopts of the project. Yet, some times there was the perception of very hard to find books and material for me that made this research difficult from the outset. Taken together with my fusss ill health, I had considerably mixed feelings as to my faculty to get to this on.2.2 FeelingsMy emotional approach to this project was very striking and seemed to deflect the results I obtained (Jasper, 2006). The very beginning of this project found me apprehensive and refer that my skills were no t sufficient for the task. Further, my father was sick during this period adding to my perception of the need to do function under pressure. There was significant stress at the outset that I felt diminished as I grew more familiar with the project. . I found the scope of this entire process was a little daunting. Perhaps my most unique feelings during this study came as I evaluated the students I found a need to connect with the interviewees causing me considerable worry and the question of if I was approaching them in the best path possible. Sometimes I had to set aside personal bias in order to accurately reflect the results (Pearson, 2013). As the project began to come to a close, I found considerable pride in the fact that I learned a great deal about process and method.2.3 EvaluationIt is beta to assess the positive and negative aspects of the project (Oelofsen, 2012). Most positive was my lookout I could achieve the name and addresss of this work. Leading the negative aspe cts was my lack of confidence in my skill. A negative that turned into a positive was the manner that I interacted with the students and lecturers, initially I felt I was weak at this, only when as I learned I became better. Overall, this was a good experience that I definitely learned from.2.4 AnalysisThere is a need to take seam of the situation in order to evaluate the experience (Pearson, 2013). My overall goal was to make sense of the impact of technology on the students. Through the research process, I feel I have expanded my own research abilities through trial and error, and am now more equipped to carry out research in the future. I have found others have had similar research experiences which has made me feel that I am disclose of a community and can gain from others knowledge. This wonder of experience is a key factor that get out enhance apiece following research project.2.5 ConclusionThe conclusions from this reflection lend depth to my learning experience (Park e t al, 2011). Overall I felt that I learned that the research conundrum often carries more than the one possible outcome, which in turn way of life that I must be willing to accommodate unexpected elements. Specifically, I learned that I should be more assertive during the interview process, yet open to each persons interpretations of the questions. I also gained the susceptibility to research and write at a higher level, thereby aiding my future efforts. 2.6 Personal Action Plan Each of these considerations has provided me with lessons for future research (Forrest, 2008). future(a) project, I will not be hesitant to engage with the material. I will remain confident in my research strategy and take steps to not second guess my approach in order to strengthen my research and stay on track. Most importantly, I will have the experience to begin and accomplish any research project.3 ReferencesForrest, M. (2008). On becoming a critically reflective practitioner. Health schooling &038 Libraries Journal, 25(3), pp.229232.Jasper, M. (2006). Professional development, reflection and decision-making. 1st ed. Oxford Blackwell.Hegarty, B. (2011). Is reflective writing an enigmaCan preparing evidence for an electronic portfolio develop skills for reflective practice?. 2011(1), pp.580593.Oelofsen, N. (2012). Developing reflective practice. 1st ed. Banbury Lantern.Park, J. and Son, J. (2011). looking and connection the integration of the reflective learning process and the writing process into social network sites. Journal of Online Learning and Teaching, 7(1), pp.170178.Pearson, J. (2012). HCAs developing skills in reflective writing. British Journal of Healthcare Assistants, 6(3), p.140.Timmins, F., Murphy, M., Howe, R. and Dennehy, C. (2013). I Hate Gibbs Reflective Cycle 1998(Facebookcopyright 2009) Registered Nurses Experiences of Supporting Nursing Students ReflectivePractice in the context of use of Students Public Commentary. Procedia-Social and Behavioral Scien ces, 93, pp.13711375.