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| Autor/in | Corley, Edward L. |
|---|---|
| Titel | A Qualitative Study of Student Perceptions Regarding Electronic Journaling. |
| Quelle | (2000), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Computer Uses in Education; Content Analysis; Educational Technology; Electronic Mail; Higher Education; Preservice Teacher Education; Qualitative Research; Student Attitudes; Student Journals; Teaching Methods; Undergraduate Students |
| Abstract | At the beginning of the spring 2000 semester, 19 sophomores enrolled in the Principles of Teaching class at Heidelberg College (Ohio) were asked to complete weekly e-mail journal entries about the course. At the end of the semester, they were asked to give their perceptions regarding journal use. Sixteen students completed this particular entry, and their responses composed the sample analyzed. Qualitative analysis of journal entries was done by coding journal text into major "thinking units," which were further broken down into subcategories and contextual text segments associated with each. The three general thinking units identified were: (1) technical issues related to electronic journals; (2) attitudes toward e-journaling; and (3) suggestions for changes in the e-journaling process. This paper examines the subcategories of the general thinking units and the specific student perceptions illustrating them. Results agree with the recent literature on the effectiveness of journaling in promoting an increase in student reflective capabilities. Modifications in journal use for the 2000-2001 school year as a result of the study and implications for future journal use, both in this class and as part of a broader longitudinal study on the efficacy of journaling, are also discussed. Appendices include an informed consent form, summary contents for each student, and a message to the class on journal entries. (Contains 30 references.) (Author/MES) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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