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ERIC Number: EJ1135973
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1812-9129
EISSN: N/A
Engaged Journalism: Using Experiential Learning Theory (ELT) for In-Class Journaling Activities
Jenkins, J. Jacob; Clarke, Tracylee
International Journal of Teaching and Learning in Higher Education, v29 n1 p154-161 2017
Educators have long recognized the value and import of class journaling. Traditional approaches to journaling, however, only engage students in one mode of communicative expression while allowing them to procrastinate in writing their entries. Typical journals are also read exclusively by the instructor, which overlooks the opportunity for students to learn from one another. In response to each of these limitations, the present paper outlines a semester-long journaling activity we call Engaged Journaling. We begin by situating Engaged Journaling within the theoretical framework of Kolb's (1984, 2015) Experiential Learning Theory (ELT). Next, we offer a step-by-step description of the activity. We then discuss four specific benefits from using such a creative approach to in-class journaling: (1) a more holistic measurement of student comprehension, (2) engagement of potentially disengaged students, (3) enriched class discussion and cross-interaction, and (4) the creation of additional entry points for clarification. We conclude with variations on a theme (i.e., alternative ways in which Engaged Journaling can be used both within and outside of the classroom).
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A