Reflective journals are often used at third level as a method to promote metacognition (Kunz, Dewstow and Moodie, 2003). Palmer, Holt and Bray (2008) found the transfer of reflective writing from paper to online as effective from both a student perspective and also in terms of achieving unit learning outcomes.
The aim of this study was to investigate the efficacy of using online reflective journals within a module taught to third year sport and exercise science students (n=21). The module, called Special Populations, included a community engagement element where students worked with at-risk adolescents in a health, wellbeing and physical activity programme. This was the first time online journals were used with this cohort. The project was developed in collaboration with the Technology Enhanced Assessment Methods (TEAM) in Science and Health Practical Settings.
Students participated in a workshop on reflective writing and were then instructed on submission guidelines for the e-journals. Over the 8 week community engagement programme, students were asked to submit one reflective journal for the initial 4 week block. For the latter 4 weeks of the programme, more regular reflection was required, with students submitting four weekly reflective journals.
Eleven students completed the online questionnaire. Overall, students did not experience difficulties with this approach. However, some students suggested a weekly reminder would be useful as they sometimes forgot to complete the weekly reflection. Compared to other interactions with technology in the college, students responded that the e-journal approach was "very easy" and "straightforward" to use. Six out of the eleven students stated they would like e-journals to be utilised in other modules, where appropriate, particularly within practical based subjects.
In the presentation, lecturers experience and student feedback will be outlined in addition to limitations and recommendations for future research and use.
References
Kunz, P., Dewstow, R. And Moodie, P. (2003). A Generic Tool To Set Up Metacognitive Journals And Their Serendipitous Use. In G.Crisp, D.Thiele, I.Scholten, S.Barker and J.Baron (Eds), Interact, Integrate, Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Adelaide, 7-10 December 2003.
Palmer, S., Holt, D. & Bray, S. (2008). The learning outcomes of an online reflective journal in engineering. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite, Melbourne, 2008.
