“Journal Writing is Something We Have to Learn on Our Own” — The Results of A Focus Group Discussion With Recreation Students

Abstract

Reflective journals have become an increasingly popular tool used by numerous instructors in many academic fields, including recreation and leisure studies. Previous research and narrative reports of journal writing have indicated there are several positive and negative aspects of journal writing for students. However, many aspects of journal writing remain poorly understood. In this paper, we describe the results of a focus group discussion centered on journal writing held with nine students who were enrolled in a post-secondary recreation program. By and large, the students who participated in this focus group enjoyed and valued their journaling experiences. They were, however, cautious about certain aspects of the journaling process and offered numerous suggestions for improving the ‘journaling experience.’ Five themes were explored in this focus group, including: 1) general journaling behaviors, 2) barriers to journaling, 3) evaluation of journals, 4) gender differences in journaling, as well as 5) self-perceptions of journaling. This paper concludes with 10 recommendations to be considered by recreation and leisure studies instructors who use journaling as an instructional technique.

Keywords:

• journaling
• university students
• focus group
• reflection
• experiential learning

Additional information

Notes on contributors

Janet E. Dyment

Biographical Information

Janet Dyment and Timothy O'Connell, Ph.D. are faculty members in the School of Outdoor Recreation, Parks, and Tourism, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada.

Timothy S. O'Connell

Biographical Information

Janet Dyment and Timothy O'Connell, Ph.D. are faculty members in the School of Outdoor Recreation, Parks, and Tourism, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada.