Learning organizational behaviors and leadership through reflective journal writing

Abstract

This study offers an in-depth exploration of the elements of an effective journal writing assignment in an organizational behavior class within the framework of a structural model. The connections between the following variables were assessed: assignment purpose, learning achievement, instructor feedback, self-reflection and student satisfaction. To that end, a survey was given to students over a three-semester time frame. Students' answers to the questions were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The analysis validates the structural model and supports the research finding that the hypothesized relationships were all statistically significant. Sentiment analysis was used for the student comments. All findings support the conclusion that journal writing offers an opportunity for students to actively engage in learning. The results also suggest that self-reflection, perceived learning achievement and instructor involvement positively affect students' experience and satisfaction with a writing project of this type. A clear purpose and explicitly articulated expectations from the instructor drive student engagement in the active learning process.