Abstract
BackgroundThe current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. Learning journals can regulate learning processes through scaffolding reflection on rich experiences. However, learning journals are not effective per se. This study investigates the effects of an online learning journal platform, called ‘LearnDoc’, that provides scaffolds for learners in their initial vocational education and training. The specific research questions addressed in this paper are what usage patterns emerge from learners’ use of the LearnDoc platform, when do learners create their journal entries, and how do usage patterns and procrastination relate to learners’ final exam performance.MethodsThe LearnDoc platform has been used throughout a 3-year training program by a cohort of Swiss vocational students (N = 132). Different usage patterns (intensity and pacing) and learning strategies (metacognitive and non-metacognitive) were distinguished through a mixed methods approach.ResultsResults indicate a significant link between learning journal pacing patterns and learners’ final assessment performance. Learners who finished with higher grades tended to start generating their learning journals earlier and made more use of the learning strategies “planning, monitoring, debugging” while weaker students focused more on “evaluation”. Findings suggest that students’ perceptions of the purpose of learning journals influence their pacing strategies and selection of learning strategies.ConclusionsThese results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training.
Highlights
The current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners
These results are valuable for the design of effective scaffolds for a better and a more reflective usage of learning journals in vocational education and training
Building on the above-mentioned large body of studies supporting the importance of self-reflection for a better learning, we expect to confirm a positive correlation between learners who make more extensive use of their learning journals to reflect on their level of mastery of professional procedures and their final exam grades
Summary
The current and future workforce is challenged to adapt to changing environments and become lifelong, self-regulated learners. This study explores the related question if learners differ in their pace of creating their learning journal entries throughout their entire training. The literature on learning journals and portfolios (Moon 2013) reports a tension between the summative function (helping learners to show how good they are) (Zubizarreta 2009) and the formative function (helping them to keep track of and reflect on their learning needs) (Boud 2001). While the former function can still be achieved when starting late in the learning process, the latter function requires an early start in the process. Drawing on the literature on procrastination (Steel 2007; Tice and Baumeister 1997; Wäschle et al 2014), we expect less successful learners to delay the generation of their learning journal entries while stronger students understand the benefits of setting up a learning journal from the beginning—or at least early in their training
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
