ERIC Number: ED404892
Record Type: RIE
Publication Date: 1994-Apr
Reference Count: N/A
Using Reflective Journals and the Workshop Approach in University Classes To Develop Students' Self-Regulated Learning.
Arredondo, Daisy E.; Rucinski, Terrance T.
This 2-year study looked at the effects of incorporating reflective journals within a workshop approach into graduate and undergraduate education courses. The workshop approach involves four key components: (1) reflective journals, (2) individual student-professor conferences, (3) structured small group discussions of project progress with peers, and (4) presentation of the final product to the class. Five classes at two universities (involving a total of 69 students) participated in the study. A questionnaire of seven items to be rated and three open-ended questions was given to students to solicit their perceptions of the effects of the workshop approach and the reflective journals on their individual learning. Student perceptions of the overall use of the workshop approach were generally positive. Findings indicated students were thinking in a self-regulated or metacognitive way and that reflective journaling and the workshop approach fostered those skills. Several students described their higher level of involvement with learning as a strength of the workshop approach. Several students enthusiastically described the motivational aspects of the approach as an important strength. The Workshop Approach Evaluation Form is appended. (Contains 16 references.)
Descriptors: College Instruction, Discussion (Teaching Technique), Education Courses, Educational Methods, Graduate Study, Higher Education, Intellectual Development, Journal Writing, Metacognition, Preservice Teacher Education, Self Evaluation (Individuals), Self Management, Student Attitudes, Student Development, Teacher Student Relationship, Undergraduate Study, Workshops
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). For a related paper, see HE 027 710.