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The learning outcomes of an online reflective journal in engineering

Palmer, Stuart, Holt, Dale and Bray, Sharyn 2008, The learning outcomes of an online reflective journal in engineering, in ASCILITE 2008 : Hello! Where are you in the landscape of educational technology?, ASCILITE, [Melbourne, Vic.], pp. 724-732.

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Title The learning outcomes of an online reflective journal in engineering
Author(s) Palmer, Stuart
Holt, Dale
Bray, Sharyn
Conference name Australian Society for Computers in Learning in Tertiary Education. Conference (2008 : Melbourne, Vic.)
Conference location Melbourne, Vic.
Conference dates 30 November - 3 December 2008
Title of proceedings ASCILITE 2008 : Hello! Where are you in the landscape of educational technology?
Editor(s) Atkinson , Roger
McBeath, Clare
Publication date 2008
Conference series Australian Society for Computers in Learning in Tertiary Education Conference
Start page 724
End page 732
Publisher ASCILITE
Place of publication [Melbourne, Vic.]
Keyword(s) reflective journal
engineering management
online journal
student evaluation
learning outcomes
Summary Reflective thinking based on experiential learning is a key skill required for the lifelong learner and the socially mature professional. Following several semesters employing a written reflective journal as an assessable task, a fourth-year engineering management unit adopted an online reflective journal. During the initial semester of use, an evaluation was undertaken to investigate student perceptions of the online journal. A summary of this previous work is presented here. Following three semesters of use of the online journal, an analysis of the student use of the journal was undertaken to investigate its contribution to unit learning outcomes. Based on the evaluation of student perceptions of the online reflective journal, it was found that a majority of students understood the purpose of the journal, and valued the journal in their learning; a majority of students read the journal entries of other students, and indicated that this assisted their learning; and the two most frequently reported ‘most useful’ aspects of the journal were the ‘enforced’ continuous revision of course material, and the ability to compare their understanding of the course material with that of other students. Based on a regression analysis of the factors related to student usage of the online reflective journal, it was found that the significant contributors to final unit mark where: prior academic performance; number of journal postings; and mode of study. This research confirmed that the online reflective journal was fertile territory in the landscape of educational technology, both in terms of student perceptions and contribution to unit learning outcomes.
Notes Reproduced with the specific permission of the copyright owner.
ISBN 9780980592702
Language eng
Field of Research 130306 Educational Technology and Computing
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018255

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