Abstract
The purpose of this study is to qualitatively explore learning experiences and student performances of writing and sharing reflection journals of college students in a lecture-based class. For this purpose, this research analyzed the contents of the students' reflection journal documents in ‘Multicultural Society and Education’ class. In addition, in-depth interviews were conducted with five purposefully sampled students. First, the aspects of learning experience through analysis of the contents of the reflection journal were derived as follows: 1) in-depth thinking experience, 2) active learning experience, 3) significant learning experience, and 4) reflective learning experience. Second, the educational effects of writing reflection journals included 1) meta-cognition, 2) understanding one's opinions and arguments, 3) long-term memory, 4) effective writing skills, and 5) promoting change of challenging behavior. Third, the educational effects of sharing reflection journals included 1) intellectual stimulation, 2) development of learning strategies, 3) empathy and receptive Attitude, 4) expansion of perspectives on phenomena, and 5) engagement as an instructional designer. Based on the research results, theoretical and practical implications for college students' reflection journals were presented.
Published Version
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