Title : E-Journaling: A Strategy to Support Student Reflection and Understanding
Journal : Volume 9, 2006
Author : Frederick B. King and Diana J. LaRocco, University of Hartford
The article is about the advantages of using e-journal. It talks about how journal can the best instructional strategy for promoting student and instructor reflectivity.
The aim of the research: The aim of this research was to explore the utility of e-journaling as a means for promoting student and instructor reflectivity in two separate graduate courses (i.e., educational leadership and instructional design). Specifically the researchers are interested in understanding the phenomenon of e-journaling from the student and the instructor perspective. How would students adjust to using technology (e-journaling) as the means for journaling and what challenges would they face? How, if at all, would students use e-journaling to reflect on their understanding of core concepts and make connections between theory and practice? What, if any, benefits would instructors gain from using technology as a strategy for supporting student reflectivity?
The methodology: To answer the research questions, the researchers have used an exploratory case study design (Yin, 2003). Exploratory case studies are typically undertaken before launching larger scale investigations (U.S. General Accounting Office, 1990). A constructivist approach is used in seeking to answer the research questions and describe this contemporary phenomenon.
The subject/sample:Two separate graduate-level courses constituted the cases.
a) students in the educational leadership course (N = 13) were matriculated in one of the university’s educational leadership programs.
b) students (N = 6) in the instructional design course were matriculated in the Educational Technology Masters program
The findings of the research:
Case 1:
As stated as the results, concerning the act of journaling, a review of email correspondence and journal entries revealed that students’ were tentative at first about the e-journal assignments and expressed concern about never having kept a journal before, finding the time to journal, and deciphering instructor expectations about the journal content. Finally, in the nutshell, students’ perceived that the course and the act of journaling to be beneficial in helping them learn and reflect on the course content.
Case 2:As stated on the research, none of the students began this course with this level of understanding. However, finally, the experiment with online journaling in this Instructional Design course was considered a success. Five out of the six participants found that journaling added clarity, depth, and understanding to the course. These electronic journals demonstrated reflection, synthesis, and dialogical interaction (Andrusyszyn & Davie, 1997). In the nutshell, they understood instructional design theory and were able to apply it to their classroom practice.
Conclusion:Taken as a whole, the results of these two exploratory case studies show promise for e-journaling as a tool that instructors can use to enhance student reflection and learning. The results also indicated that the interactions that take place between individual students and the instructor have the potential to support students in their learning and in meeting their individualized learning needs.
Reflection:The research is quite capturing my interest as I have experienced writing and reflecting on journals back when I did my practicum. As for me, a student who is partially devoted into ‘internet-ing’, having online journals should be done as it exposes us into the world of technology. Even my students enjoyed having their weekly online journal compared by having it in traditional, pen-and-paper way. Yes, I could say that this research was well conducted as I managed to understand what the researchers are trying to convey. The information was almost perfect whereby the introduction is well explained. As I read throughout, I was really satisfied with this research and could describe it as PERFECT!
Any type of journaling can be successfully implemented in an electronic format (Jonnie Jill Phipps). Yes, I believe that this alternative really help a lot. When I did my practicum, I did ask my students to do a weekly e-journaling and they enjoyed it too much. As much I do enjoy the technology, it was a great opportunity for me to apply them to my students. And, surprisingly, it worked. Having this e-journaling task will not consume much time. Submissions arrive within minutes of being sent, dated and time-stamped (Jonnie Jill Phipps). Comments and criticism will directly appear by simply clicking the reply button; correcting students, grading and giving feedback. Students receive their feedbacks instantly from the instructor. Thus, students will be aware and passion with the instant feedback received.
Students will have the opportunity to utilize technology even in a minimum quantity which I think a good exposure to students who have lack of IT skills. Besides, it can enhance students’ understanding towards the learning process by having such journal. It gives them freedom to write whatever they feel by expressing it. Moreover, it can definitely improve students’ writing and language skills by reflecting own feelings. In addition, it can help teachers to improve their teaching skills as by reviewing the students’ journal and taking notes the weaknesses and strengths appointed.
E-journaling remains underused as a teaching and learning tools. Possibly instructors do not know of its benefits or are unfamiliar with the various technologies available to implement it. By implementing the teaching strategy of journaling in electronics format has many advantages. E-journaling is ideal for reflective learning activities in the classroom. It connects both teachers and students even they are far apart from each other. Distance does really matter when technology can attach 2, even more, different worlds. The intellectual exchange allows faculty members to encourage, guide, and engage students in academic venue. It is a medium to build rapport between the teachers and the students that contributes to positive learning experiences and successful outcomes.
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