Journal Critique
Reflecting on Practice: using learning journals in higher and continuing education
Learning journals are an important method of assisting students with critical reflection, and as such are the focus of many discussions and studies. Most of the studies surrounding critical reflection and the use of learning journals focus on traditional students. The lack of study relating to non-traditional students, learning journals, and critical reflection creates the foundation for the research done by Arthur M. Langer of Columbia University. The purpose of this critique is to review Langer’s research and identify areas of strengths and weaknesses in the research’s format, data collection study design and analysis, and conclusions.
Langer …show more content…
Langer’s study comprises of interviews with ten students and reviewing the journals of 20 students. The total number of journals read is unclear. According to (Langer, 2002, p. 342) “up to 300 physical learning journals were read”. However in the conclusion, he states “This heuristic effect was supported din the feedback received from the 300 journals that were read” (Langer, 2002, p. 349). While this inconsistency may seem small and could be the result of incorrect wording, it raises questions regarding whether other inconsistencies or errors exist with the actual data set and the results Langer provides. Tossing the issue of the data set to the side another glaring flaw in the design of Langer’s research surrounds the review of the learning journals submitted by the students. Langer states, “Secondly, with respect to the content, 55% of the students submitted journals that seemed to become more self-reflective in the latter part of the course” (Langer, 2002, p. 349). While stating percentages add credibility to the results, the design of the study to arrive at that percentage is critical. Missing from the study was an appendix showing the criteria for what comprised a more self-reflective journal; this is extremely important because there were researchers. …show more content…
Langer’s research included nine questions addressing a wide range of emotions, situations, and outcomes. The final question, “Did the journal assist in critical reflection?” proved paramount as it exposed the biggest flaw of the research which was “students were puzzled by the concept of critical reflection and struggled with why it would be important to journal writing” (Langer, 2002, p. 349). The confusion the students experience is significant because the interviews were conducted after the completion of the course; meaning that students were just writing journals to complete an assignment, and there may not be a direct correlation to them developing critical reflection since the term was
Reflecting on Practice: using learning journals in higher and continuing education
Learning journals are an important method of assisting students with critical reflection, and as such are the focus of many discussions and studies. Most of the studies surrounding critical reflection and the use of learning journals focus on traditional students. The lack of study relating to non-traditional students, learning journals, and critical reflection creates the foundation for the research done by Arthur M. Langer of Columbia University. The purpose of this critique is to review Langer’s research and identify areas of strengths and weaknesses in the research’s format, data collection study design and analysis, and conclusions.
Langer …show more content…
Langer’s study comprises of interviews with ten students and reviewing the journals of 20 students. The total number of journals read is unclear. According to (Langer, 2002, p. 342) “up to 300 physical learning journals were read”. However in the conclusion, he states “This heuristic effect was supported din the feedback received from the 300 journals that were read” (Langer, 2002, p. 349). While this inconsistency may seem small and could be the result of incorrect wording, it raises questions regarding whether other inconsistencies or errors exist with the actual data set and the results Langer provides. Tossing the issue of the data set to the side another glaring flaw in the design of Langer’s research surrounds the review of the learning journals submitted by the students. Langer states, “Secondly, with respect to the content, 55% of the students submitted journals that seemed to become more self-reflective in the latter part of the course” (Langer, 2002, p. 349). While stating percentages add credibility to the results, the design of the study to arrive at that percentage is critical. Missing from the study was an appendix showing the criteria for what comprised a more self-reflective journal; this is extremely important because there were researchers. …show more content…
Langer’s research included nine questions addressing a wide range of emotions, situations, and outcomes. The final question, “Did the journal assist in critical reflection?” proved paramount as it exposed the biggest flaw of the research which was “students were puzzled by the concept of critical reflection and struggled with why it would be important to journal writing” (Langer, 2002, p. 349). The confusion the students experience is significant because the interviews were conducted after the completion of the course; meaning that students were just writing journals to complete an assignment, and there may not be a direct correlation to them developing critical reflection since the term was