Journals can be defined as the permanent records of thoughts and ideas that an individual has processed and clarified through the act of writing or otherwise recording their experiences (Killion, 1999). While journaling has existed almost as long as man has been writing, the use of journaling as a pedagogical strategy is a relatively recent phenomenon that has steadily increased over the last 30 years (Koontz, 2004). Early on, teachers used journaling primarily as a method for improving a student’s writing skills. More recently, however, teachers in disciplines such as social studies, mathematics, engineering, sciences, and education have integrated journaling into their classroom practice (Duerdan, et al., n.d.; Inspiring Teachers, n.d./a&b). The use of journaling across a variety of disciplines is related to the fact that constructivist-oriented professors have found journaling to be a valuable strategy for checking students’ understanding of core concepts, promoting reflection on the connections between theory and practice, enhancing insight, and promoting critical thinking (Andrusyszyn & Davie, 1997; Halva-Neubauer, 1995). Watkins and Marsick (as cited in Cyboran, 2005) stated in 1993 that “. . . people need to bring what they are learning into conscious awareness. They learn more effectively through a process of questioning, reflection, and feedback from others that permits a deeper understanding to emerge from these otherwise everyday activities” (p. 35).
In the past, using paper and a writing instrument was the primary mode for journaling. Nevertheless, the increased popularity and use of technology in classrooms and by individuals, the rise in distance education courses, and the changing nature of students (e.g., part time, fully employed) have given rise to a variety of technological approaches to journaling. The technological approach to journaling can take many forms and includes, for example, e-mail, web logs, and electronic discussion boards. Cyboran (2005) also noted that “using technology can make reflective journaling much easier” (p. 34). Additionally, electronic forms of journaling can overcome resistance, at both the individual and organizational level, because no additional resources are required or need to be purchased. Moreover, technologically linked methods are particularly attractive to both instructors and students because they naturally lend themselves to allowing learners to ask asynchronous, individualized questions and seek specific feedback about assignments or their understanding of core concepts (Longhurst & Sandage, 2004). Read the full article here.
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