Journal Writing as an Adult Learning Tool. Practice Application Brief No. 22.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Journal Writing as an Adult Learning Tool. Practice Application Brief No. 22.
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Adult Students; Classroom Techniques; Educational Practices; Educational Research; Educational Strategies; Evaluation Methods; Guidelines; Journal Writing; Learning Activities; Learning Processes; Privacy; Student Evaluation; Teacher Student Relationship; Theory Practice Relationship; Writing (Composition) + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Richtlinien; Zeitschriftenaufsatz; Lernaktivität; Learning process; Lernprozess; Privatsphäre; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Schreibübung
Abstract	Journals can be valuable tools for fostering adult learning and experience. Research has supported the following assumptions about learning from journals: (1) articulating connections between new and existing knowledge improves learning; (2) writing about learning is a way of demonstrating what has been learned; (3) journal writing accentuates favorable learning conditions; and (4) reflection encourages deep rather than surface learning. Opponents of assessment argue that evaluating learners' journal writing may intrude on learners' privacy and expectations of confidentiality and that developing objective criteria to assess the process or product of journal writing is difficult. Proponents of assessment state that developing objective assessment criteria is not only possible but may help instructors guide others in reflection, that reviewing journals gives instructors valuable data on students' learning processes, and that assessment may be necessary to ensure participation. The following guiding principles are offered for educators who decide to use journals in adult learning: (1) make confidentiality and boundary setting essential; (2) provide equitable feedback; (3) guard privacy and focus on learning rather than therapy; (4) practice the reflection you preach; and (5) provide clear explanations and guidelines. Learners should be given examples of the following types of possible journal entries: descriptive, metacognitive, analytic, evaluative, and reconstructive. (Contains 19 references.) (MN)
Anmerkungen	For full text: http://www.ericacve.org/pubs.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC