The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors
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The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors Janet E. Dyment & Timothy S. O’Connell
Published online: 19 March 2010 # Springer Science+Business Media, LLC 2010
Abstract Although reflective journals are widely used across many disciplines in higher education, the research that examines their use presents an unclear picture of the quality of reflection found in them. Some research reveals that student journals contain primarily deeply reflective entries. Yet other research presents a less optimistic perspective, finding that a majority of student journals contain mostly descriptive accounts of events, with little to no critical reflection present. In this article, we seek to explore these conflicting results and identify a series of factors that may limit or enable high quality reflection in student journals. Such factors are clarity of expectations, training, responses, assessments, relationships with the lecturer, and developing the practice. We draw upon our reading of the literature, our multiphase research project on journal writing, and reflections on our own teaching practice. Key words journal writing . reflection . training . limiting factors . enabling factors A growing body of research across a range of disciplines in higher education is pointing to the benefits of journal writing as a mechanism to encourage students to be more critical and reflective (Jarvis 2001) about their learning. Journals serve as a vehicle for reflection before, during, and after a learning experience. They provide a venue for students to develop personally and professionally (Mills 2008; Schön 1983). Students can use journals to enhance Janet E. Dyment is Senior Lecturer in the Faculty of Education at the University of Tasmania (Australia). She received her Ph.D. in Educational Studies from Lakehead University in Canada. Her research interests include journal writing, outdoor education, health and physical education, and pre-service teacher training. Timothy S. O’Connell is Associate Professor in the Department of Recreation and Leisure Studies at Brock University (Canada). He received his Ph.D. in Recreation and Leisure Studies from New York University. His research interests include the pedagogy of journal writing, psychological sense of community, and motivations to participate in outdoor recreation activities. J. E. Dyment (*) Faculty of Education, University of Tasmania, Hobart, Tasmania, Australia e-mail: [email protected] T. S. O’Connell Department of Recreation and Leisure Studies, Brock University, St. Catharines, Ontario, Canada e-mail: [email protected]
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Innov High Educ (2010) 35:233–244
their learning by making connections between theory and practice, by asking questions, and by engaging with higher order ideas (Connor-Greene 2000; Kerka 1996). It is no surprise that reflective journals have been embraced across a range of discipline areas in higher education, including pre-service teacher training (Baker 2007; Minott 2008; Spalding and Wilson 2002), early childhoo
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