Online reflection journals

Learning through assessment

Abstract

The present study was conducted to investigate the extent to which students believe that journal writing contributes to improving their learning. The research was conducted at a post-secondary institution which organises its curriculum around principles of problem- based learning, and in which students have to reflect on their learning daily. In the particular curriculum, reflection journals form a part of the daily assessment. To that end, a questionnaire was developed containing statements derived from the literature, about the effects of journal writing on students’ learning. It was then pilot-tested on a group of second- year students (n = 327). Analyses of the data collected showed that students were able to identify the four latent constructs underlying the 15-item questionnaire, as indicated by the fit of the hypothesised model. Construct reliability values of the four scales gave evidence of good reliability in terms of internal consistency. Correlation coefficients computed for the questionnaire scales were positively correlated and statistically significant. Students, who believed that journal writing enables them to think and write reflectively, agreed that frequent journal writing improves their learning. These students are also more likely to use their journals as a tool to manage the impressions of their facilitators, and to feedback about the contributions of their peers towards team work. These findings suggest that the use of online reflection journals provides many opportunities for students to reflect on their learning. Facilitators can also monitor students’ progress through their reflections, and to provide specific, detailed feedback to aid students in their learning.