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ERIC Number: EJ911496
Record Type: Journal
Publication Date: 2011-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0268-0513
A Phenomenographic Analysis of Student Reflections in Online Learning Diaries
Prinsloo, Paul; Slade, Sharon; Galpin, Fenella
Open Learning, v26 n1 p27-38 Feb 2011
There are many studies regarding the benefit of incorporating learning diaries into learning experiences in higher education, though very little research documenting what students record when those diaries are unstructured. There are also several arguments and counter-arguments for providing students with structure in their completion of learning diaries. Structure is said to limit spontaneity, while unstructured learning diaries are considered to be logs or diaries rather than reflective journals. This study presents evidence that unstructured, private learning diaries "can" assist students to become more self-aware--and aware of others--while learning together online. This research provides useful pointers for managers and designers of online learning experiences regarding the role that online learning diaries can play in facilitating reflection.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A