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<meta content="O'Connell, T." name="eprints.creators_name" />
<meta content="Dyment, J." name="eprints.creators_name" />
<meta content="tim.oconnell@lakeheadu.ca" name="eprints.creators_id" />
<meta content="janet.dyment@utas.edu.au" name="eprints.creators_id" />
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<meta content="2007-09-06" name="eprints.datestamp" />
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<meta content="Reflections on using journals in higher education: a focus group discussion with faculty" name="eprints.title" />
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<meta content="Reflective journals have become an increasingly popular tool used by numerous faculty across many
disciplines in higher education. Previous research and narrative reports of journal writing have
explored student perceptions of journal writing, but very little is understood about faculty perceptions.
In this paper, we report on a study involving eight university faculty who teach courses with
outdoor field components in the areas of outdoor recreation, experiential education, or outdoor
education. We present the faculty member's: (1) current practices of journal writing (types of
journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale,
quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed
methods approach was used that included a 32-item quantitative questionnaire and a focus group
discussion. By and large, the faculty who participated in this study appreciated the pedagogical
potential of journal writing. They were, however, cautious about certain aspects of the journaling
process and offered numerous suggestions for improving the 'journaling experience.' This paper
concludes with several recommendations for consideration by higher education faculty who use
journal writing as an instructional technique." name="eprints.abstract" />
<meta content="2006-12" name="eprints.date" />
<meta content="published" name="eprints.date_type" />
<meta content="Assessment and Evaluation in Higher Education" name="eprints.publication" />
<meta content="31" name="eprints.volume" />
<meta content="6" name="eprints.number" />
<meta content="671-691" name="eprints.pagerange" />
<meta content="10.1080/02602930600760884" name="eprints.id_number" />
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<meta content="http://dx.doi.org/10.1080/02602930600760884" name="eprints.official_url" />
<meta content="Anderson, J. (1992) Journal writing: The promise and the reality, Journal of Reading, 36(4), 304-309.
Arredondo, D. E. & Rucinski, T. T. (1994) Using reflective journals and the workshop approach in
university classes to develop students' self-regulated learning (ERIC Document Reproduction
Service No. ED 404 892).
August, A. (2000) The reader's journal in lower-division history courses: a strategy to improve
reading, writing and discussion, The History Teacher, 33(3), 343-348.
Bennion, J. & Olssen, B. (2002) Wilderness writing: using personal narrative to enhance outdoor
experience, Journal of Experiential Education, 25(1), 239-246.
Bloom, B. S. (Ed.) (1956) Taxonomy of educational objectives (New York, Longmans-Green).
Bocarro, J. (2003) Maintaining the balance between service and learning: the use of journals in
promoting critical thinking, Schole: A Journal of Leisure Studies and Recreation Education, 18, 7-22.
Burt, C. (1994) An analysis of self-initiated coping behaviour: diary-keeping, Child Study Journal,
24(3), 171-190.
Cantrell, J. (1997) K-W-L learning journals: a way to encourage reflection, Journal of Adolescent
and Adult Literacy, 40(5), 392-394.
Chandler, A. (1997) Is this for a grade? A personal look at journals, English Journal, 86(1), 45-49.
Cole, P. (1994) A cognitive model of journal writing. Proceedings of Selected Research Presentations
at the 1994 National Convention of the Association for Educational Communications and
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Driver, J. (1997) The place of journal writing on an outdoor experience, Journeys, 2(4), 24.
Dyment, J. E. & O'Connell, T. S. (2003a) Journal writing in experiential education: Possibilities,
problems and recommendations. Eric Digest. Charleston, WV: ERIC Clearinghouse on Rural
Education and Small Schools (ERIC Document Reproduction Service No. EDO-RC-03-05).
Dyment, J. E. & O'Connell, T. S. (2003b) 'Journal writing is something we have to learn on our
own' - the results of a focus group discussion with recreation students, Schole: A Journal of
Leisure Studies and Recreation Education, 18, 23-38.
Dyment, J. E. & O'Connell, T. S. (in press) Student perceptions of journaling as a reflective tool in
experience-based learning, The Journal for the Art of Teaching.
Ediger, M. (2001) The student, journal writingand assessment (ERIC Document Reproduction
Service No. ED 499 195).
Reflections on using journals in higher education 687
Gardner, H. (1993) Multiple intelligences: the theory in practice (New York, NY, Basic Books).
Gardner, S. & Fulwiler, T. (Eds.) (1999) The journal book: for teachers in technical and professional
programs (Portsmouth, NH, Boynton/Cook Publishers).
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Cambridge Journal of Education, 20(3), 32-37.
Hammond, W. (2002) The creative journal: a power tool for learning, Green Teacher, 69, 34-38.
Hettich, P. (1990) Journal writing: old fare or nouvelle cuisine, Teaching of Psychology, 17(1), 36-39.
Hughes, H. W. & Kooy, M. (1997) Dialogic reflection and journaling, Clearing House, 70(4),
187-191.
Janesick, V. J. (1998) Journal writing as a qualitative research technique: history, research and reflections
(ERIC Document Reproduction Service No. ED 420 702).
Johnson, I. W. & Barker, R. T. (1995) Using journals to improve listening behaviour, Journal of
Business and Technical Communication, 9(4), 473-484.
Kerka, S. (1996) Journal writing and adult learning (ERIC Document ED 339413).
King Jr., W. C. (1998) A semester-long experiential exercise to develop workplace understanding:
the role assignment exercise, Journal of Management Education, 22(6), 720-736.
Kreuger, R. A. (1988) Focus groups: a practical guide for applied research (London, Sage).
Leighow Meo, S. (2000) 'In their own eyes:' using journals with primary sources with college
students, The History Teacher, 33(3), 335-341.
Leslie, C. & Roth, C. (1998) Nature journaling: learning to observe and connect with the world around
you (Pownal, VT, Storey Books).
Miles, M. B. & Huberman, A. M. (1994) Qualitative data analysis (2nd edn) (Beverly Hills, CA,
Sage Publications).
Morgan, D. L. (1997) Focus groups as qualitative research (2nd edn) (London, Sage).
Moutoux, M. (2002) Evaluating nature journals, Green Teacher, 69, 39-40.
Murray, S. (1997) The benefits of journaling, Parks and Recreation, 32(5), 68-74.
O'Connell, T. S. & Dyment, J. E. (2003) Effects of a journaling workshop on participants in
university outdoor education field courses: an exploratory study, Journal of Experiential
Education, 26(2), 75-87.
O'Connell, T. S. & Dyment, J. E. (2004) Journals of post secondary outdoor recreation students:
the results of a content analysis, Journal of Adventure Education and Outdoor Learning, 4(2),
159-172.
Powell, R. A. & Single, H. M. (1996) Focus groups, International Journal of Quality in Health Care,
8(5), 499-504.
Raffan, J. & Barrett, M. J. (1989) Sharing the path: reflections on journals from an expedition,
Journal of Experiential Education, 12(2), 29-36.
Steiner, B. & Phillips, K. (1991) Journal keeping with young people (Englewood, CO, Libraries
Unlimited).
Strauss, A. (1987) Qualitative analysis (New York, Cambridge University Press).
Walden, P. (1995) Journal writing: a tool for women developing as knowers, New Directions for
Adult and Continuing Education, 65, 13-20.
Wallace, C. S. & Oliver, J. S. (2003) Journaling during a school-based secondary methods course:
exploring a route to teacher reflection, Journal of Science Teacher Education, 14(3), 161-176.
Young, S. F. & Wilson, R. J. (2000) Assessment and learning: the ICE approach (Winnipeg,
Manitoba, Peguis)." name="eprints.referencetext" />
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<meta content="Reflective journals have become an increasingly popular tool used by numerous faculty across many
disciplines in higher education. Previous research and narrative reports of journal writing have
explored student perceptions of journal writing, but very little is understood about faculty perceptions.
In this paper, we report on a study involving eight university faculty who teach courses with
outdoor field components in the areas of outdoor recreation, experiential education, or outdoor
education. We present the faculty member's: (1) current practices of journal writing (types of
journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale,
quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed
methods approach was used that included a 32-item quantitative questionnaire and a focus group
discussion. By and large, the faculty who participated in this study appreciated the pedagogical
potential of journal writing. They were, however, cautious about certain aspects of the journaling
process and offered numerous suggestions for improving the 'journaling experience.' This paper
concludes with several recommendations for consideration by higher education faculty who use
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<h1 class="ep_tm_pagetitle">Reflections on using journals in higher education: a focus group discussion with faculty</h1>
<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
disciplines in higher education. Previous research and narrative reports of journal writing have
explored student perceptions of journal writing, but very little is understood about faculty perceptions.
In this paper, we report on a study involving eight university faculty who teach courses with
outdoor field components in the areas of outdoor recreation, experiential education, or outdoor
education. We present the faculty member's: (1) current practices of journal writing (types of
journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale,
quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed
methods approach was used that included a 32-item quantitative questionnaire and a focus group
discussion. By and large, the faculty who participated in this study appreciated the pedagogical
potential of journal writing. They were, however, cautious about certain aspects of the journaling
process and offered numerous suggestions for improving the 'journaling experience.' This paper
concludes with several recommendations for consideration by higher education faculty who use
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 > 330100 Education Studies > 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&eprintid=1657">item control page</a></p>
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