The case of reflective journals: is the jury still out?

The use of reflective journals with students is a popular form of pedagogy across a range of academic disciplines. The literature is replete with anecdotal and research-based evidence of the benefits, issues and challenges associated with this type of teaching and learning. While the benefits of jou...

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Bibliographic Details
Published in:Reflective practice 2011-02, Vol.12 (1), p.47-59
Main Authors: O'Connell, Timothy S., Dyment, Janet E.
Format: Article
Language:English
Subjects:
Critical thinking
Evaluation
Higher education
Learning
learning journals
Pedagogy
reflection
Reflective journals
Reflective teaching
Student journals
Students
Teaching methods
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Summary:The use of reflective journals with students is a popular form of pedagogy across a range of academic disciplines. The literature is replete with anecdotal and research-based evidence of the benefits, issues and challenges associated with this type of teaching and learning. While the benefits of journaling are certainly noteworthy, there are also striking issues and challenges. However, it appears the 'evidence' of these issues and challenges, while recognized in principle, is often pushed aside in light of the 'facts' related to the positive benefits journals provide. The purpose of this paper is to reopen the case of reflective journals by examining the interdisciplinary literature on the positive and negative aspects of them.
ISSN:1462-3943
1470-1103
DOI:10.1080/14623943.2011.541093