Reflective Journaling as a Flipped Classroom Technique to Increase Reading and Participation with Social Work Students

Abstract

Students in undergraduate social work practice courses come to class with varying levels of educational, life, and practice experience. Students require an introduction to the material through textbook reading before they are able to engage in critical discussions, yet reading adherence varies widely among students. This research explores the use of reflective journals as a flipped classroom technique to promote completion of reading assignments. This study surveys 27 students in 2 practice courses about the use of weekly reflective journaling as a flipped classroom assignment. Findings support that reflective reading journals increase student preparation and engagement but require more work for students and instructors. Implications are discussed.

ORCID

Melanie Sage

http://orcid.org/0000-0002-3385-9650

Additional information

Notes on contributors

Melanie Sage

Melanie Sage is assistant professor and BSSW program director at the University of North Dakota. Patti Sele is a primary care social worker at the Veterans Administration Health Care System in Fargo, ND.

Patti Sele

Melanie Sage is assistant professor and BSSW program director at the University of North Dakota. Patti Sele is a primary care social worker at the Veterans Administration Health Care System in Fargo, ND.