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  5.     <title>UTas ePrints - Reflections on using journals in higher education: a focus group discussion with faculty</title>
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  13.     <meta content="O'Connell, T." name="eprints.creators_name" />
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  26. <meta content="Reflective journals have become an increasingly popular tool used by numerous faculty across many
  27. disciplines in higher education. Previous research and narrative reports of journal writing have
  28. explored student perceptions of journal writing, but very little is understood about faculty perceptions.
  29. In this paper, we report on a study involving eight university faculty who teach courses with
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  31. education. We present the faculty member's: (1) current practices of journal writing (types of
  32. journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale,
  33. quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed
  34. methods approach was used that included a 32-item quantitative questionnaire and a focus group
  35. discussion. By and large, the faculty who participated in this study appreciated the pedagogical
  36. potential of journal writing. They were, however, cautious about certain aspects of the journaling
  37. process and offered numerous suggestions for improving the 'journaling experience.' This paper
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  51. <meta content="Anderson, J. (1992) Journal writing: The promise and the reality, Journal of Reading, 36(4), 304-309.
  52. Arredondo, D. E. &amp; Rucinski, T. T. (1994) Using reflective journals and the workshop approach in
  53. university classes to develop students' self-regulated learning (ERIC Document Reproduction
  54. Service No. ED 404 892).
  55. August, A. (2000) The reader's journal in lower-division history courses: a strategy to improve
  56. reading, writing and discussion, The History Teacher, 33(3), 343-348.
  57. Bennion, J. &amp; Olssen, B. (2002) Wilderness writing: using personal narrative to enhance outdoor
  58. experience, Journal of Experiential Education, 25(1), 239-246.
  59. Bloom, B. S. (Ed.) (1956) Taxonomy of educational objectives (New York, Longmans-Green).
  60. Bocarro, J. (2003) Maintaining the balance between service and learning: the use of journals in
  61. promoting critical thinking, Schole: A Journal of Leisure Studies and Recreation Education, 18, 7-22.
  62. Burt, C. (1994) An analysis of self-initiated coping behaviour: diary-keeping, Child Study Journal,
  63. 24(3), 171-190.
  64. Cantrell, J. (1997) K-W-L learning journals: a way to encourage reflection, Journal of Adolescent
  65. and Adult Literacy, 40(5), 392-394.
  66. Chandler, A. (1997) Is this for a grade? A personal look at journals, English Journal, 86(1), 45-49.
  67. Cole, P. (1994) A cognitive model of journal writing. Proceedings of Selected Research Presentations
  68. at the 1994 National Convention of the Association for Educational Communications and
  69. Technology, Nashville, TN.
  70. Driver, J. (1997) The place of journal writing on an outdoor experience, Journeys, 2(4), 24.
  71. Dyment, J. E. &amp; O'Connell, T. S. (2003a) Journal writing in experiential education: Possibilities,
  72. problems and recommendations. Eric Digest. Charleston, WV: ERIC Clearinghouse on Rural
  73. Education and Small Schools (ERIC Document Reproduction Service No. EDO-RC-03-05).
  74. Dyment, J. E. &amp; O'Connell, T. S. (2003b) 'Journal writing is something we have to learn on our
  75. own' - the results of a focus group discussion with recreation students, Schole: A Journal of
  76. Leisure Studies and Recreation Education, 18, 23-38.
  77. Dyment, J. E. &amp; O'Connell, T. S. (in press) Student perceptions of journaling as a reflective tool in
  78. experience-based learning, The Journal for the Art of Teaching.
  79. Ediger, M. (2001) The student, journal writingand assessment (ERIC Document Reproduction
  80. Service No. ED 499 195).
  81. Reflections on using journals in higher education 687
  82. Gardner, H. (1993) Multiple intelligences: the theory in practice (New York, NY, Basic Books).
  83. Gardner, S. &amp; Fulwiler, T. (Eds.) (1999) The journal book: for teachers in technical and professional
  84. programs (Portsmouth, NH, Boynton/Cook Publishers).
  85. Grumet, M. R. (1990) Retrospectives: autobiography and analysis of educational experience,
  86. Cambridge Journal of Education, 20(3), 32-37.
  87. Hammond, W. (2002) The creative journal: a power tool for learning, Green Teacher, 69, 34-38.
  88. Hettich, P. (1990) Journal writing: old fare or nouvelle cuisine, Teaching of Psychology, 17(1), 36-39.
  89. Hughes, H. W. &amp; Kooy, M. (1997) Dialogic reflection and journaling, Clearing House, 70(4),
  90. 187-191.
  91. Janesick, V. J. (1998) Journal writing as a qualitative research technique: history, research and reflections
  92. (ERIC Document Reproduction Service No. ED 420 702).
  93. Johnson, I. W. &amp; Barker, R. T. (1995) Using journals to improve listening behaviour, Journal of
  94. Business and Technical Communication, 9(4), 473-484.
  95. Kerka, S. (1996) Journal writing and adult learning (ERIC Document ED 339413).
  96. King Jr., W. C. (1998) A semester-long experiential exercise to develop workplace understanding:
  97. the role assignment exercise, Journal of Management Education, 22(6), 720-736.
  98. Kreuger, R. A. (1988) Focus groups: a practical guide for applied research (London, Sage).
  99. Leighow Meo, S. (2000) 'In their own eyes:' using journals with primary sources with college
  100. students, The History Teacher, 33(3), 335-341.
  101. Leslie, C. &amp; Roth, C. (1998) Nature journaling: learning to observe and connect with the world around
  102. you (Pownal, VT, Storey Books).
  103. Miles, M. B. &amp; Huberman, A. M. (1994) Qualitative data analysis (2nd edn) (Beverly Hills, CA,
  104. Sage Publications).
  105. Morgan, D. L. (1997) Focus groups as qualitative research (2nd edn) (London, Sage).
  106. Moutoux, M. (2002) Evaluating nature journals, Green Teacher, 69, 39-40.
  107. Murray, S. (1997) The benefits of journaling, Parks and Recreation, 32(5), 68-74.
  108. O'Connell, T. S. &amp; Dyment, J. E. (2003) Effects of a journaling workshop on participants in
  109. university outdoor education field courses: an exploratory study, Journal of Experiential
  110. Education, 26(2), 75-87.
  111. O'Connell, T. S. &amp; Dyment, J. E. (2004) Journals of post secondary outdoor recreation students:
  112. the results of a content analysis, Journal of Adventure Education and Outdoor Learning, 4(2),
  113. 159-172.
  114. Powell, R. A. &amp; Single, H. M. (1996) Focus groups, International Journal of Quality in Health Care,
  115. 8(5), 499-504.
  116. Raffan, J. &amp; Barrett, M. J. (1989) Sharing the path: reflections on journals from an expedition,
  117. Journal of Experiential Education, 12(2), 29-36.
  118. Steiner, B. &amp; Phillips, K. (1991) Journal keeping with young people (Englewood, CO, Libraries
  119. Unlimited).
  120. Strauss, A. (1987) Qualitative analysis (New York, Cambridge University Press).
  121. Walden, P. (1995) Journal writing: a tool for women developing as knowers, New Directions for
  122. Adult and Continuing Education, 65, 13-20.
  123. Wallace, C. S. &amp; Oliver, J. S. (2003) Journaling during a school-based secondary methods course:
  124. exploring a route to teacher reflection, Journal of Science Teacher Education, 14(3), 161-176.
  125. Young, S. F. &amp; Wilson, R. J. (2000) Assessment and learning: the ICE approach (Winnipeg,
  126. Manitoba, Peguis)." name="eprints.referencetext" />
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  138. In this paper, we report on a study involving eight university faculty who teach courses with
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  142. quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed
  143. methods approach was used that included a 32-item quantitative questionnaire and a focus group
  144. discussion. By and large, the faculty who participated in this study appreciated the pedagogical
  145. potential of journal writing. They were, however, cautious about certain aspects of the journaling
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  264.     <h1 class="ep_tm_pagetitle">Reflections on using journals in higher education: a focus group discussion with faculty</h1>
  265.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">O'Connell, T.</span> and <span class="person_name">Dyment, J.</span> (2006) <xhtml:em>Reflections on using journals in higher education: a focus group discussion with faculty.</xhtml:em> Assessment and Evaluation in Higher Education, 31 (6). pp. 671-691. ISSN 0260-2938</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1657/1/Assessment__Eval_in_Higher_Ed_2006.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1657/1/Assessment__Eval_in_Higher_Ed_2006.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />82Kb</td></tr><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2151' );" href="http://eprints.utas.edu.au/1657/2/O'Connell-Dyment-Assess-Eval-in-HEd-Final2005.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2151' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2151"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1657/thumbnails/2/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1657/2/O'Connell-Dyment-Assess-Eval-in-HEd-Final2005.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />104Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1080/02602930600760884">http://dx.doi.org/10.1080/02602930600760884</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Reflective journals have become an increasingly popular tool used by numerous faculty across many
  266. disciplines in higher education. Previous research and narrative reports of journal writing have
  267. explored student perceptions of journal writing, but very little is understood about faculty perceptions.
  268. In this paper, we report on a study involving eight university faculty who teach courses with
  269. outdoor field components in the areas of outdoor recreation, experiential education, or outdoor
  270. education. We present the faculty member's: (1) current practices of journal writing (types of
  271. journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale,
  272. quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed
  273. methods approach was used that included a 32-item quantitative questionnaire and a focus group
  274. discussion. By and large, the faculty who participated in this study appreciated the pedagogical
  275. potential of journal writing. They were, however, cautious about certain aspects of the journaling
  276. process and offered numerous suggestions for improving the 'journaling experience.' This paper
  277. concludes with several recommendations for consideration by higher education faculty who use
  278. journal writing as an instructional technique.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">The definitive version is available online at http://www.tandf.co.uk/journals/titles/02602938.asp</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330109.html">330000 Education &gt; 330100 Education Studies &gt; 330109 Assessment and Evaluation</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1657</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mrs Anita Cubit</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">06 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1657;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1657">item control page</a></p>
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