Reflective Journal Writing Research Articles

E’ntries All the Way using Online Reflective Journal Writing As Innovative Tool to Enhance Student Understanding and Performance in Ethics Courses for Information Age

This paper looks into the possible use of reflective journal writing assessments for teaching ethics for information age course to students from business and computing backgrounds in order to increase deeper learning and enhance subject performance. Although reflective journal writing has not been used previously as a learning tool to teach ethics, this paper compares the results from a sample population of more than 300 students across four semesters to a comparison group from previous semesters taught by the same instructor. Results highlight significant impact of using reflective journal writing on students’ understanding of ethics concepts through recorded increase in grades and reduction in fail rates

A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop Actionable Goals

Objective. To develop and evaluate the effectiveness of a structured model for reflective journal writing (RJW) and a grading rubric as part of a student portfolio designed to help Doctor of Pharmacy (PharmD) students create actionable goals. Methods. A structured, eight-domain format was developed to engage students in prioritization, identification, exploration, recollection, evaluation, and challenging/solidifying their own knowledge, while assembling an action plan for development (abbreviated using the acronym PIE-RECAP). After completing RJW using this model, students self-identified domains established by the Center for the Advancement of Pharmacy Education (CAPE) that corresponded to their entries. A grading rubric was designed and normalized to require minimal training for use. RJW and other elements of student portfolios were implemented simultaneously across three cohorts (N=296). Twenty-one faculty and staff graders each evaluated 10 to 15 student journal entries. Results. Of 771 journal entries, 648 (84%) met expectations, while 123 (16%) needed to be rewritten. Students identified experiences that were meaningful to them and shared in their RJW entry the knowledge and/or information that they did not know prior to the experience. Common themes identified in the students' RJWs included: curricular experiences (12.7%), cocurricular experiences (18.4%), and experiential training (68.6%). Conclusion. The PIE-RECAP method can be used to guide students in RJW and identify CAPE domains in their personal and professional experiences in pharmacy school. The associated grading rubric can be used to evaluate students' RJW entries and assess their growth in curricular, cocurricular and affective domains relative to their progression.

The Use of Science Reflective Journal Writing by JAS Approach to Train Students Metacognitive Ability

This research aims to train students’ metacognitive ability used Science Reflective Journal Writing by JAS approach on the material of reproductive system. This type of research was One shot case study which was conducted at SMA Negeri 2 Pemalang. The subjects of this research were students of grade XI MIA 4 and XI MIA 5. The Independent variable of this research was Science reflective journal writing in problem-based learning by JAS approach, while dependent variables were metacognitive ability, activity and students’ cognitive learning results. The students’ metacognitive ability was measured by using observation sheets of students’ activity, discussion assessment sheets, and post-test questions. The results of analysis showed that the use of science reflective journal writing has good influence to train the students’ metacognitive ability. The students’ metacognitive ability of SMA Negeri 2 Pemalang was included in good category which is 76% , it also gave an influence to cognitive learning result with mastery learn classical ≥ 75% and student activity with a range of 62.51% - 81.25% classified as active. Based on the results of the research, it can be concluded that the students’ metacognitive ability at SMA Negeri 2 Pemalang for reproductive system material classified as good on the aspects of describing, interpreting, evaluating, planning, and also has good influence to the activity and students’ cognitive learning results on the material of reproductive system.

Proposed Framework for Analysis of Reflective Journal Writing of Dental School Students Participating in a Service-learning Program

Proposed Framework for Analysis of Reflective Journal Writing of Dental School Students Participating in a Service-learning Program

Asian migrant women’s identity negotiation as language learners: Significant events towards imagined identities

Social identity issues come to the fore when people migrate from one place to another. Study of identity issues has been a central theme in understanding migrants. However, ambiguous and complex identity negotiation processes have been underexplored. Recently, demographic changes in Aotearoa New Zealand, due to the increase in the population of Asian migrants, concern many, because there is little known about the population in relation to the migrants' experiences in identity changes. This thesis will therefore attempt to unfold the complexity of identity negotiation processes in the study of Asian migrants in Aotearoa New Zealand, in particular, mothers. This research can provide a further understanding of the population and can contribute to the academic field of identity theories.Asian migrant women as language learners struggle to settle in Aotearoa New Zealand. They hope to belong to the society through identity negotiation. The process of negotiation is individually different and dynamic. However, socially informed identity theories guided by Wenger's (1999) Communities of Practice framework provide a starting point to explore the dynamics of these processes. This research not only seeks to examine the complexity of these negotiations but also to develop a structure which can explain such complexity.The research design was underpinned by theoretical concepts of social constructionism and narrative inquiry. To capture the dynamic identity negotiation processes, I collected narratives of significant events. Six Asian migrant women living in Hamilton, Aotearoa New Zealand, participated in the research. They engaged in prompted recounts and eight in-depth individual interviews, which consisted of one initial, six post-recount and one reflective interview, during a twelve-month period. The iterative interview process also included the researcher's responses to the participants' shared stories, and reflective journal writings after each interview session.The findings show that identities of the participants are not static and are related to the complex relation of imagined identities and past experiences, in the context of local and global environments. The dynamism of the participants' identities is also linked to the changing nature of their recounts in relation to the perceived level of significance. These ongoing shifts are shown in interview contexts. During the interviews, the participants often add statements to increase their self-value while they narrate stories indicating a weak sense of belonging. The statements are performed as strategies (Marginson, 2014), and the strategies are diversity and hybridity. Also, the dyadic relationships that developed between the participants and the researcher during the interviews, which were outcomes of the methodological frame, proved to have played a role in increasing the participants' self-value and the possibilities of positive identities.The discussion of the findings presents close connections between a sense of belonging and sense of self-value in relation to identities. The participants' identity negotiation processes took place in relational contexts. The contexts reflect important aspects of dyadic relationships in the negotiation processes. The results provide implications for social identity theories, narrative research, and pedagogies of EAL teaching and learning.

Investigating College Students’ Views on Mathematics Learning Through Reflective Journal Writing

The study on reflective journal writing (RJW) and its benefits as assessed by the teachers has long been an inclination in mathematics education. However, little research has been done to explore the feelings of students towards RJW and how such has an effect on their mathematics learning. This study aimed to describe the feelings of the students about RJW. Being a qualitative type of research study, data were acquired through focus group discussion and were analyzed using axial coding. Results revealed that RJW (i) provided opportunities for the students to construct meaning and express personal views and ideas; (ii) built a connection between the teacher and the students; (iii) through the use of prompts, allowed the students to relate mathematics to real-life facts improving their understanding of the subject; (iv) helped the students build association of ideas using their prior knowledge and experiences; and (v) enabled the students to develop self-awareness. The findings suggest that when students are engaged in reflective writing experiences which explicitly promote meaning-making or self-questioning, teachers create an opportunity for them to see how the process of writing can enrich their mathematical learning.

Critical Thinking in Personal Narrative and Reflective Journal Writings by In-service EFL Teachers in Iran: Assessment of Reflective Writing

Recently, there is a need for fostering the critical reflective side of L2 teacher education. This study investigated the implications of personal narrative (PN) and reflective journal (RJ) writing for Iranian EFL teachers’ reflective writing. Sixty (36 women and 24 men) in-service secondary school EFL teachers were selected based on the convenience sampling from Iran. L2 teachers equally divided into PN and RJ writing groups were provided with particular short stories. L2 teachers in the PN writing group engendered PN writings in response to themes of stories; however, L2 teachers in the RJ writing group had to write their reflections on stories in RJ writings. Hatton and Smith’s (1995) framework was used for the content analysis of data. The quantitative analysis indicated that PN writings were lengthier than RJ writings. Also, there was a statistically significant difference between mean ranks of descriptive and critical reflection writing types signified in PN and RJ writings. However, no statistically significant difference was observed between mean ranks of descriptive reflection and dialogic reflection writing types. Moreover, PN and RJ writings were more descriptive, less descriptive reflective, less and less dialogic reflective, and still less critical reflective. The qualitative analysis revealed that EFL teachers’ PN and RJ writings enjoyed dialogicity. Despite their unwillingness to express voice, findings indicated that Iranian English teachers adopted a more critical perspective through generating PN writings than via engendering RJ writings. In general, the English language teacher education domain in Iran needs a thinking renewal to foster critical L2 teaching.

LEARNING INCLUSIVELY IN HIGHER EDUCATION: A PROBLEM-BASED APPROACH

This paper gives an account of a teacher preparation program in which a problem based learning approach was used to enact inclusive learning among student teachers. Taking a postmodernist perspective, the student teachers' experiences of participation in group activities on a problem-based scenario in an Australian university was documented through chat-rooms, online postings and reflective journal writings. Knowledge about peer interaction and communities of learning relationship, reflective practice and opportunity to manage difference and question the status quo are areas that were highlighted by the students. We concluded that problem-based learning is transformative and that whatever teacher educators expect their student teachers to do in their teaching contexts when they graduate, they need to give them the opportunity to practise these in their learning during training.

Effects of Individualised and Cooperative Reflective Journal Writing Stratrgies on Secondary School Students’ Achievement in Biology in Kwara State, Nigeria

Effects of Individualised and Cooperative Reflective Journal Writing Stratrgies on Secondary School Students’ Achievement in Biology in Kwara State, Nigeria

식물관찰 활동 및 관찰일지 쓰기를 활용한 수업에 대한 예비초등교사들의 반응 분석

The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multi-dimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.

Effect of Reflective Journal Writing on the Achievement in Online Programming Learning

Effect of Reflective Journal Writing on the Achievement in Online Programming Learning

Changing Reflective Thinking Level Appearing in Reflective Journal Writing of Pre-service Adapted Physical Education Teachers through a Physical Education Program for the Students with Disability

Changing Reflective Thinking Level Appearing in Reflective Journal Writing of Pre-service Adapted Physical Education Teachers through a Physical Education Program for the Students with Disability

Reflective Journal Writing as a Tool to Teach Aspects of Social Studies

This article analyses the impact of a constructivist approach to learning in Jordan, where a traditional context of passive/receptive philosophy of teaching prevails. Student teachers were introduced to journal writing. It was expected that their experiences with journal writing would afford them a better understanding of how it would affect their learning to teach social education. Thirty students were given a short course in journal writing as a reflective learning tool in their final placement. The schools operated passive/receptive approaches to learning and the students in the sample had experienced this throughout their own schooling. The impact of the course was assessed using semi‐structured interviews. Some students found the experience stressful, but 75% found it fruitful and motivating.

Information Technologies Pre-service Teachers’ Acceptance of Tablet PCs as an Innovative Learning Tool

AbstractThe current study is aimed to determine if Turkish IT pre-service teachers' acceptance of tablet PCs is within the framework of the Technology Acceptance Model. The research was patterned as a phenomenological study which is among the qualitative research methods. Participants were eight pre-service teachers studying in Trakya University, Faculty of Education, Computer Education and Instructional Technologies Department during the 2011-2012 academic year. A semi-structured interview, an activity list for tablet PCs, the students' reflective journal and the researcher's reflective journal were used to collect the data. Research data were analyzed via content analysis. Findings showed that IT pre-service teachers have technology acceptance towards tablet PCs which in turn directs in a positive way their attitude and behavioral intention to use. Nonetheless, various challenges concerning the hardware, software and communication may have negative effects on IT pre-service teachers' technology acceptance of tablet PC.Key WordsMobile Learning, Reflective Journal Writing, Tablet PC, Teacher Education, Technology Acceptance, Technology Integration.The use of a tablet PC as an innovative tool in teaching-learning processes has become increasingly widespread on the university level. Liaw, Hatala, and Huang (2010) report that the fast spread of the tablet PC and relevant technologies parallel to the rise in internet access options has altered the nature of higher education thoroughly. A set of studies focusing on the use of the tablet PC in the university has shown that such technologies have contributed positively to teaching-learning processes (Dickerson, Williams, & Browning, 2009; El-Gayar, Moran, & Hawkes, 2011; Li, Pow, Wong, & Fung, 2010; Steinweg, Williams, & Stapleton, 2010). On one hand, Dickerson, Williams, and Browning (2009) describe learners of the modern age as advanced technology users. On the other hand, tablet PCs are a totally new concept for a majority of these users since they lack adequate experience with tablet PCs that they do not personally own. Based on this fact, Kyu (2011) claims that to promote this new technological tool- tablet PCs- a certain length of time should be spent to enable not only wider manufacturing of this electronic material but also to become familiarized with this new technology. Additionally, because of the high cost of their technical features and the limited software options that are available to many fields and learning levels, the use of tablet PCs in instructional processes is rather ambiguous regardless of its positive expectations. Despite the fact that this ambiguity seems to stem from administrative, financial, technical assistance and substructure factors; the attitudes, skills, perceptions and expectations of pre-service teachers towards the use of tablet PCs as an innovative technology for both personal and instructional purposes have a leading characteristic that encircles and governs all the other parameters. El-Gayar et al. (2011) state that despite the presence of some studies investigating the use of the tablet PC in education, the number of literary studies focusing on general student acceptance is limited. Kukulska-Hulme and Shield (2008) report that the quantity of researchers investigating the use of mobile tools supporting pedagogical approaches is rather low. It is also emphasized that regardless of being an emerging and interesting technology, the number of studies underscoring the use and efficacy of tablet PCs in education is below expectations (El- Gayar et al., 2011; Kukulska-Hulme & Shield, 2008; Kyu, 2011; Steinweg, Williams, & Stapleton, 2010).Parallel to the limited number of studies in relevant international literature, the practices and researches related to the use of tablet PCs for instructional purposes in Turkey are still in the start-up phase. In particular, with the implementation of the FATIH Project (Movement of Enhancing Opportunities and Improving Technology, abbreviated as FATIH), which is aimed towards generalizing the use of instructional technologies such as tablet PCs and smart boards in Turkish elementary and secondary educational institutions, there has been a recent climb in studies investigating the use of tablet PCs for instructional processes throughout Turkey. …

예비과학교사의 수업 실행에서 반성적 사고를 촉진하는 프로그램이 반성 분야와 반성 수준에 미치는 영향

The purpose of this study is to find out the influence of reflective thinking facilitation program on reflection areas and its levels that pre-service science teachers present in the class teaching practice during the student-teaching period. Seven pre-service science teachers participated in this study and only four pre-service science teachers among them were additionally trained with the reflective program. Reflections of pre-service science teachers were mostly shown on class management, including attention and motivation, reflection and improvement for teaching activities, and interactions. However, the understanding of the science curricula and their reconstruction, and advance notice about the next class were not mentioned in their reflections. Pre-service science teachers who participated in the additional reflective program have shown more frequent reflections than those who only participated in the traditional student-teaching program. Pre-service science teachers, not trained with the reflective program, mostly showed descriptive reflection. However, those who participated in the reflective program have shown higher levels of reflections such as dialogic as well as the descriptive reflection. Therefore, pre-education program, reflective journal-writings, and science teachers` assessments on class and their feedback seem to improve the frequency and level of reflection for the pre-service science teachers.

The Effect of Reflective Journal Writing in Social Studies Instruction: focused on Learning Achievement and Academic Self-Efficacy

The Effect of Reflective Journal Writing in Social Studies Instruction: focused on Learning Achievement and Academic Self-Efficacy

A Comparison of the Effects of Reflective Learning Portfolios and Dialogue Journal Writing on Iranian EFL Learners’ Accuracy in Writing Performance

This study aimed at comparing the effects of reflective learning portfolio (RLP) and dialogue journal writing (DJW) on the Iranian EFL learners’ grammatical accuracy in writing as well as their overall writing performance. 60 Iranian EFL learners between the ages of 17 to 30 who were studying at general English courses were selected based on their performance on the Nelson English Language Test. They were assigned randomly into two experimental groups: DJW and RLP. Each group received 14-sessions of treatment. Two samples of Task 2 of General Module of IELTS were used for the pretests and posttests. Each essay was scored independently by three raters. The final score consisted of the average score of the three raters.The findings revealed that the gains in the RLP group’s grammatical accuracy and overall writing performance were significantly better than that of the DJW group. This could have been due to the influence of reflection with support of a mentor or collaborator as well as the efficacy of intentional learning over incidental one and explicit learning over implicit one. The results have some main implications for syllabus designers, material developers, and language teachers.

كتابة اليوميات التأملية كوسيلة فعالة في تطوير مهارة الكتابة

This study assessed the benefits of keeping reflective journal writing on improving English writing skills, increasing motivation, enhancing creativity, and critical thinking among university students. It also explored differences in students’ performance and attitudes due to gender, and some writing practices. The sample consisted of 120 male and female students from four sections of an undergraduate writing course. A 19-item questionnaire was distributed and the items were structured according to three dimensions: improving learning, motivation and self confidence, and value and convenience. The results of the study indicated the positive effects of the use of reflective journal writing in enhancing motivation and self-confidence and improving learning in general and the writing skills in particular. The results also indicated that female students favored reflective journal writing more than male students. Furthermore, students who voluntarily wrote their own paragraphs were more motivated to write than others and had a much better perception. In sum, reflective journal writing makes the writing course enjoyable, motivating, relevant and exciting. قيمت هذه الدراسة فوائد استعمال كتابة اليوميات التأملية في تحسين مهارات الكتابة باللغة الإنجليزية وزيادة الدافعية وتعزيز الإبداع والتفكير النقدي لدى طلبة الجامعة، وقد تقصّت هذه الدراسة الفروق في أداء وتوجهات الطلبة التي تعزى إلى الجنس وبعض الممارسات في الكتابة. وتكونت عينة الدراسة من (120) طالباً وطالبة من أربع شعب لمساق "الكتابة" لطلبة البكالوريوس. ووزعت استبانة مكونة من (19) بندا" بحيث تمحورت هذه البنود حول ثلاثة أبعاد: تحسين التعلم، والدافعية والثقة بالنفس، والقيمة والموائمة. وخلصت الدراسة الى بيان الآثار الايجابية لاستعمال كتابة اليوميات التأملية في تعزيز الدافعية والثقة بالنفس وتحسين التعلم بشكل عام ومهارات الكتابة على وجه الخصوص، وبيّنت النتائج أيضاً أن الطالبات فضلن استعمال كتابة اليوميات التأملية أكثر من الطلاب وبالإضافة إلى ذلك، فقد كان الطلبة الذين كتبوا فقراتهم بشكل طوعي، أكثر دافعية للكتابة من الطلبة الآخرين وكان لهم تقبل أفضل بكثير لفكرة كتابة اليوميات التأملية. وبإيجاز فإن كتابة اليوميات التأملية تجعل مساق الكتابة أكثر امتاعاً ودافعية وإثارة للاهتمام.

Critical Thinking Skills through Reflective Journal Writing Among Non – Science Majors: Basis for an Enhancement Guide

Physical Science involves study of non – living things. Since it is being offered among non–majors, teachers surmount challenges particularly appreciation for scientific inquiry. Likewise, De la Salle Lipa exposes students to transformative learning approach to attain its expected La Sallian Graduate Attributes and one of which is being a critical thinker. Thus, this study assessed the extent by which critical thinking skills were enhanced through reflective journal writing. Using the descriptive instructional method of research, this study used the Provus Evaluation Model in its approach to assessment of major variables concerned. Purposive sampling technique was used among 80 Second Year Bachelor of Science in Accountancy and Bachelor of Science in Legal Management who were enrolled during the second semester of School Year 2011 – 2012. Data and other information needed were gathered through questionnaires, informal interviews, observations, documentary analysis and the use of triangulation of data. Results revealed that indicators of critical thinking skills have been found to have been “enhanced to a great extent” However, in consideration of the Total Quality Assurance (TQA), it was found that gap existed between the mean assessment of the respondents and the intent of TQA. In consideration of the findings, an enhancement guide has been proposed to introduce and implement reflective journal writing among non – majors in college or universities’ quest to continuously improve instructional program and attain total quality assurance. Keywords - reflective journal writing, critical thinking skills, total quality assurance.

The Effects of Student-teaching applied Reflective Journal Writing on Pre-service Special Education Teachers’ Teacher Efficacy

본 연구의 목적은 반성적 저널쓰기를 활용한 현장실습이 예비특수교사의 교사효능감에 미치는 영향을 알아보고자 하는 것이다. 경기도 소재 K대학교 초등특수교육과 3학년 39명의 학생들을 대상으로 15주간 일반학교 특수학급에서의 현장실습과 대학에서의 이론 수업을 병행하였고 대상 학생들은 실습과정에서 주 1회 반성적 저널쓰기를 진행하였다. 실습 전후에 나타나는 대상 학생들의 교사효능감 변화를 알아보기 위하여 교사효능감 검사와 반구조화된 문항을 활용한 소집단 면담을 실시하였다. 연구결과, 실습 전과 비교하여 참여 학생들의 전체 교사효능감과 개인적 교수효능감이 실습 후에 유의미한 향상을 보였고 면담을 통해서도 실습 전보다 후에 교사효능감과 관련하여 교수영역별로 구체적이고 목표지향적인 진술들이 제시되었다. 논의와 제언에서는 향후 교육실습 프로그램의 개선을 위해 반성적 사고과정을 지도할 수 있는 실습 체계의 개발과 특수학급을 포함한 다양한 특수교육현장에서의 실습과정 운영을 제언하였다.