Using reflective online diaries to enhance teaching, learning and assessment in online apprenticeships

This paper explored the use of reflective online diaries to enhance teaching, learning and assessment in the context of an apprenticeship programme delivered online. An action research mixed methodology was employed; including qualitative reflective practice and a quantitative survey of students enrolled on a sales module over four academic years. Quantitative data analysis included Spearman Rank-Order Correlations, Exploratory Factor Analysis and Path Analysis using IBM AMOS v25 and explored the relationship between each student cohort and other key factors including assessment value, manageability, frequency, student enhancement and module satisfaction.