Main Article Content
This paper describes the development and evaluation of a reflective log assignment introduced on a taught postgraduate psychology programme. Whether the reflective logs were an effective tool to enhance thinking and learning across a module was examined and how valuable students found the logs was explored. Logs of 13 students were examined using content analysis to establish the extent of reflective writing. Students demonstrated high levels of reflection across the course. Eight students participated in focus groups which explored their experiences of completing logs, and focus group transcripts were analysed thematically. Participants generally viewed the log positively, using it to aid retention, voice opinions and further deep thinking. Preference for the log to count towards course credits was voiced. The logs therefore proved to be effective learning aids and were acceptable to, and valued by, postgraduate psychology students. Further consideration as to how logs are assessed is required.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
BPS, (2015). Standards for the accreditation of Masters & Doctoral programmes in health psychology. Leicester: The British Psychological Society. http://www.bps.org.uk/system/files/Public%20files/PaCT/health_accreditation_2015_web.pdf (accessed 31 August 2016).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experienced based learning: a framework. Teaching in Higher Education, 18(4), 401-413.
Cowan, J., & Cherry, D. (2012). The learner’s role in assessing higher level abilities. Practitioner Research in Higher Education, 6(1), 12-22.
Creme, P. (2005). Should student learning journals be assessed? Assessment and Evaluation in Higher Education, 30(3), 287-296.
Dunlap, J. C. (2006). Using guided reflective journaling activities to capture students’ changing perceptions. TechTrends, 50(6), 20-26.
Dyment, J. E., & O’Connell, T. S. (2010). The quality of reflection in student journals: A review of limiting and enabling factors. Innovative Higher Education, 35(4), 233-244.
Entwistle, N. J., & Peterson, E. R. (2004). Conceptions of learning and knowledge in higher education: Relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41(6), 407-428.
Hargreaves, K (2016). Reflection in medical education. Journal of University Teaching & Learning Practice, 13(2), article 6. http://ro.uow.edu.au/jutlp/vol13/iss2/6
Helyer, R (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), 15-27.
Higgs, J (2012). Realising practical wisdom from the pursuit of wise practice. In E.A. Kinsella, A. Pitman (eds.), Phronesis as Professional Knowledge: Practical Wisdom in the Professions, 73–85. Rotterdam: Sense Publishers
Hayes, A. F., & Krippendorff, K. (2007). Answering the call for a standard reliability measure for coding data. Communication Methods and Measures, 1(1), 77-89.
General Medical Council (2012). Leadership and Management for All Doctors. Manchester: General Medical Council. http://www.gmc-uk.org/static/documents/content/Leadership_and_management_for_all_doctors_-_English_1015.pdf
Jasper, M. A. (1999). Nurses’ perceptions of the value of written reflection. Nurse Education Today, 19(6), 452-463.
King, F. B., & LaRocco, D. J. (2006). E-journaling: A strategy to support student reflection and understanding. Current Issues in Education, 9(4).
Krippendorff, K. (2004). Content Analysis: An Introduction To Its Methodology. Thousand Oaks, CA: Sage Publications Inc.
Mann, K., Gordon, J., & MacLeod, A. (2009). Reflection and reflective practice in health professions education: A systematic review. Advances in health sciences education, 14(4), 595-621.
Moon, J. (1999a). Learning journals: A handbook for academics, students and professional development. London: Kogan Page Ltd.
Moon, J. A. (1999b). Reflection in learning and professional development: Theory and practice. London: Kogan Page Ltd (Reprinted in 2002).
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: RoutledgeFalmer.
Neuendorf, K. A. (2002). The content analysis guidebook. Thousand Oaks, CA: Sage Publications, Inc.
Pavlovich, K. (2007). The development of reflective practice through student journals. Higher Education Research and Development 26(3), 281-288.
Ritchie, R., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. G. Burgess (Eds.), Analysing qualitative data (pp. 173-194). London: Routledge.
Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99-111.
Sharma, P., & Xie, Y. (2008). Student experiences of using weblogs: An exploratory study. Journal of Asynchronous Learning Networks, 12(3), 137-156.
Vlachopoulos, P., & Wheeler, A. (2013). Joining the dots: using structured e-portfolio assignments to enhance reflection. In H. Carter, G. Gosper & J. Hedberg (Eds.), Electric dreams. Proceedings ascilite 2013 Sydney. (pp. 879-882).