Using Reflective Online Journals to Create Constructivist, Student-Centered Learning Environments in Undergraduate Social Work Education

Abstract

The purpose of this article is to introduce the use of online reflective journal assignments as a means to develop collaborative, constructivist learning environments in undergraduate social work education. Reflective journals have been used in many academic disciplines as a means to promote critical thinking, to provide feedback to instructors and students, and to integrate theory and practice. The use of technology and constructivist learning theory allows the potential for reflective journal assignments to become part of the development of a student-centered learning community. This article provides an overview of critical thinking concerns, the use of reflective journals, and constructivist learning theory, as well as an example of the specific journal assignment used in an undergraduate child welfare course.