Use Of Learning Journals Research Articles

The Use of Learning Journals with Problem Based Learning Models Against Student Metacognitive Abilities

This study aims to determine the effect of learning journals with Problem Based Learning (PBL) models on the metacognitive abilities of class X students of SMAN on environmental pollution material. This type of research was quasi-experimental research. The study population was all students of class X SMAN as a hypothetical population. The research sample consisted of 72 students consisting of 36 students in class X MIPA 2 as an experimental class and 36 students in class X MIPA 5 as a control class. Data collection used questionnaires and description problems. Validation used in the form of content validation and empirical validation. The analysis technique used the One Way Anova test analysis. Based on the results of data analysis and discussion show that the use of learning journals with problem based learning models has a very significant effect on students metacognitive abilities in biology learning at SMAN 2 Pekanbaru. The magnitude of the value of the analysis of the average score of the metacognitive abilities of the experimental class in the very good category is 125.53 while in the control class in the good category is 107.43. This shows the metacognitive ability of students who follow the use of learning journals with problem based learning models is better than students who follow conventional learning.

Use of Learning Journal in Tutorial of Professional Competencies Improvement (PCI) for the Early Childhood Education Program

The purpose of this study is to see the contribution of using learning journal in a tutorial of the subjects Professional Competencies Improvement (PKP) in the S1 program PGPAUD-UT. This research was conducted in 2015 at Serpong District from Jakarta branch, Indonesia Open University, with respondents nine students at semester 7th of early childhood education program (ECEP), which join PKP guidance in one group. The research method is descriptive qualitative. The results of the research are the use of learning journals is beneficial to know the factors that affect the mastery of PKP by students. These factors are perseverance in studying the PKP guidebook, curiosity, frequency of asking, presentation in the tutorial, and explanation by tutor/supervisor. This research recommends that PKP supervisors can develop various alternative ways to communicate well with students by utilizing the latest technological developments.

Use of Learning Journal in Tutorial of Professional Competencies Improvement (PCI) for the Early Childhood Education Program

The purpose of this study is to see the contribution of using learning journal in a tutorial of the subjects Professional Competencies Improvement (PKP) in the S1 program PGPAUD-UT. This research was conducted in 2015 at Serpong District from Jakarta branch, Indonesia Open University, with respondents nine students at semester 7th of early childhood education program (ECEP), which join PKP guidance in one group. The research method is descriptive qualitative. The results of the research are the use of learning journals is beneficial to know the factors that affect the mastery of PKP by students. These factors are perseverance in studying the PKP guidebook, curiosity, frequency of asking, presentation in the tutorial, and explanation by tutor/supervisor. This research recommends that PKP supervisors can develop various alternative ways to communicate well with students by utilizing the latest technological developments.

Improving students’ metacognitive awareness through implementing learning journal

The process of learning and understanding of science has relevance to the level of metacognitive awareness. The purpose of this study was to find out whether the use of learning journals have an effect on students' metacognitive awareness. This study was quasi-experimental research with non-equivalent pretest-posttest control group design. The subjects of this study were second semester of VII grade students of State Junior High School 5 of Sukabumi in 2017-2018 academic year. Metacoginitive awareness was measured by using Metacognitive Awareness Inventory (MAI). The data obtained from pretest and posttest were calculated into N-gain score. These data were analyzed by using independent t-test. The results showed that N-gain score for metacognitive awareness in experimental and control class were 0.70 and 0.22 in sequence. Meanwhile, the t-test results indicated that there was a significant difference between learning by using learning journals and without using learning journal in increasing students' metacognitive awareness. It showed that students metacognitive awareness in the experimental class were better than the control class. It can be suggested that implementing learning journal is potential media in improving students’ metacognitive awareness.

Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training

While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of the mobile and online learning journal by apprentices and supervisors is not trivial. This study investigated how apprentices use the mobile and online learning journal and why they use it that way. The mobile and online learning journal was developed for apprentices in the field of bakery and contains a recipe book, a smartphone app to take pictures of workplace experiences, and a learning journal for reflection. Apprentices’ workplace supervisors have access to the mobile and online learning journal to provide support and feedback. A mixed method study was conducted with 16 apprentices. Indicators of their use of the mobile and online learning journal were recorded, while reasons for use were studied by questionnaires and semi-structured interviews. Four kinds of users of the mobile and online learning journal were identified: Multifunction users, picture takers, learning journal users, and overall low users. The most determining factors for the acceptance and use of the mobile and online learning journal by apprentices were their interest in the use of a smartphone at the workplace, their acceptance of reflection on workplace experiences through the mobile and online learning journal, and supervisors’ participation and provision of feedback. Promoting the use of learning journals by apprentices requires strong guidance in the design of the learning journal as well as support and feedback from supervisors. Taking pictures from the workplace proves useful for learning and sharing experience in vocational training.

Reflectors, Converts and the Disengaged: A study of Undergraduate Architecture Students’ Perceptions of Undertaking Learning Journals

The benefits of encouraging students to reflect on their learning are widely extolled, since reflection aids learners in understanding new information and forming new conceptions. Learning journals are used in a number of schools of architecture as a means to promote awareness of the design process, through encouraging students to reflect on their learning experiences. This paper outlines the findings of a small scale research project, looking at students’ perceptions of the use of learning journals within a school of architecture and sets out to identify the subsequent learning approaches and attitudes that they adopt. The research identified three possible attitudes towards journal keeping held by students: natural; convert and disengaged. Natural types were pre-disposed towards keeping learning journals and found them beneficial. Convert types were initially sceptical about the use of learning journals, but through their use became more convinced. The disengaged students showed misconceptions of the purpose and potential benefit of the learning journal and did not find them to be beneficial. The research highlights the importance of how staff implement learning journal projects and support students in developing the confidence and ability to reflect.

Once upon a Time … the Power of Story and Learning Journals.

This paper will invite you to consider the role of stories for learning and the use of learning journals as a tool to create meaning. The application of story and story culture in higher education, academia and management contexts will be presented. As an example, an old Punjabi tale will be adapted for use when managing and inspiring teams in the workplace. Storytelling is experiencing a revival and being used in the corporate sector to ignite action in knowledge-era organisations.

Not Your Parents' Language Class: Curriculum Revision to Support University Language Requirements

Abstract: Indiana State University's (ISU) foreign language requirement curriculum serves as a model for the 21st century. Unique to the program is an emphasis on integrating the common goals of general education and multicultural studies with the development of critical thinking skills to reach overall objectives of communicative competency, cultural awareness, sensitivity to diversity, and a holistic application of strategies and skills for lifelong learning. This article traces the process of curricular development (outcomes standards, statement of course pedagogy, and course requirements) and program implementation. Of particular interest is the expanded use of learning journals. A comprehensive assessment program is also outlined. Early feedback indicates that the program is meeting its goals and is favorably received by students.

Personal, Political, Theoretical: Learning Journals and Education

This paper perhaps takes a rather unusual form as it is both a description of a pedagogic method and a demonstration of that method in practice. It was first given as a presentation to the Writing in the Disciplines group run by Sally Mitchell at Queen Mary, University of London in June 2001. It concerns the use of learning journals on a particular course, ‘Shakespeare in the Classroom’, during which my students, who are studying for BA degrees in English or English and Drama, engage in an intense and demanding practical experience: teaching a Shakespeare play to classes in years 6, 7 or 8 in local inner London schools (website at: http://www.english.qmw.ac.uMShakesinClass/HomePage.html).

Reflecting on Practice: using learning journals in higher and continuing education

The purpose of this study is to report on the use of learning journals as vehicles for encouraging critical reflection among non-traditional students and to compare variances with studies among traditional students. An objective of the study was to understand how adult students in a 'technical' computer class responded to the requirement for learning journals. Qualitative research focused on whether learning journals prove to be an effective teaching tool in science-based, adult learning. The study was conducted at Columbia University's Computer Technology programme in Continuing Education. Results suggest that non-traditional students are more skeptical than traditional students about using learning journals and more likely to use them as study tools. An implication of this study is that student perception and skepticism of the assignment can affect the objective of developing reflective thinking. This implication stresses the need to account for student perception in studies on learning journals and critical reflection.

Constructing Gaia: using journals to foster reflective learning

Learning journals are used to help advanced-level undergraduate students construct a personal understanding of Gaia Theory. In this context, students like the journal technique and consider it appropriate to the course. They also agree that writing journals contributes to promoting subject learning, introspection and self-awareness of their own learning processes. For the instructor, the journals provide detailed insight into the development of student learning and students' interactions with the other components of the curriculum. The journals highlight which instructional devices work, which have problems, who is affected and what learning strategies they adopt. They provide a better perspective on the extent of students' reading and reflection than is obtainable from more formal scripts. The chief problem in the use of learning journals is their bulk and the time required for assessment and analysis. The journal technique has also helped demonstrate how the Gaia Theory may provide an appropriate curriculum for the practice of constructive learning. The unorthodox ideas and contradictions of Gaia Theory successfully challenge students to think deeply, critically and self-consciously about their prior understanding of the world.

Constructing Gaia: Using journals to foster reflective learning

Learning journals are used to help advanced-level undergraduate students construct a personal understanding of Gaia Theory. In this context, students like the journal technique and consider it appropriate to the course. They also agree that writing journals contributes to promoting subject learning, introspection and self-awareness of their own learning processes. For the instructor, the journals provide detailed insight into the development of student learning and students' interactions with the other components of the curriculum. The journals highlight which instructional devices work, which have problems, who is affected and what learning strategies they adopt. They provide a better perspective on the extent of students' reading and reflection than is obtainable from more formal scripts. The chief problem in the use of learning journals is their bulk and the time required for assessment and analysis. The journal technique has also helped demonstrate how the Gaia Theory may provide an appropriate curriculum for the practice of constructive learning. The unorthodox ideas and contradictions of Gaia Theory successfully challenge students to think deeply, critically and self-consciously about their prior understanding of the world.

The Learning Journal: from chaos to coherence

ABSTRACT Learning journals are an unfamiliar feature of British academic life. When used, it is often to develop critical reflection linked to professional practice, for example teacher training or industrial placements. This paper argues that this is a restricted approach to their potential value in learning‐centred assessment. The author arrived at this position after several years’ experience of working with learning journals in adult education for a range of providers. This paper necessarily draws on that experience, but its focus is an Enterprise in Higher Education project undertaken with Dr Lynette Hunter of the School of English at the University of Leeds during 1995 [1]. The project involved piloting learning journals with third‐year undergraduate students on a Recent Canadian Fiction module. The paper outlines a rationale for the use of learning journals in higher education and a method for introducing and supporting their use by students. Central to the rationale is the argument that mass, modular higher education reduces opportunities for dialogue between students and tutors which in turn makes it difficult for students to recognise and articulate coherence across their programmes of study. The learning journals counteracts this fragmentation.