Refleksiv praksislæring i virtuelle, transparente læringsmiljøer

A teaching course organized as blended learning (BL) incorporated ePortfolie as a virtual tool and focal point for social learning and reflection. The course formed the basis for a research project that wanted to identify the factors of learning that were experienced by the pedagogical diploma students and to investigate whether the learning that took place could be defined as Reflective Practice-Based Learning (RPL). The article argues that the ePortfolie methodology allows for transparent learning environments and that asynchronous and written communication through practice-oriented tasks of reflection promotes the development of professional identity and professional competencies, thus addressing RPL and developing self-facilitating skills.