A positive view of first-year undergraduate reflective diaries: focusing on what students can do

Abstract

This study examines first-year student perceptions of using a diary to reflect on their initial semester at university. Students were advised to complete a personal diary of thoughts, feelings and experiences and to review its contents in light of published literature. A qualitative analysis of these assessed reviews was carried out in order to identify emerging themes concerning the use of diaries. We discuss the emergence of benefits as perceived by students, including help in adjusting to university and taking personal responsibility for their learning. We suggest that doubts about the quality of first-year reflection should not detract from the potential usefulness of diaries. The importance of allowing reflection against alternative viewpoints and a final summative evaluation is discussed. We conclude that there are benefits in encouraging first-year students to keep and reflect upon diaries to facilitate a student-centred focus on adapting to university.

Keywords:

• reflection
• reflective practice
• reflective learning
• first-year undergraduate
• reflective diary