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

Abstract

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.