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The Value of Learning Journals 117do this. We then began each class with a 10-minute discussion of what theywished to share from their writing sometimes with a partner and othertimes with two colleagues to maximize interaction. After the discussionappeared to run its course I asked, "Assuming permission from yourfriend, who has heard something interesting that you think the class couldbenefit from?"My expectations were that the learners would record what went on,what they thought of it, and how this impacted on their thinking andbehaviour, if at all. In addition, as this was a pass/fail module I expectedmy colleagues to be mindful of the three assessment criteria of this piece ofwork. I desired them to be thorough (recording what they did in class andindependently after), observant (of the utility of things they had done orthought about) and critically reflective (in terms of their theory and practice).Let us look at the journal outcomes. How collaborative were they?Content and Learning OutcomesMy analysis is based on 33 journals prepared over the 3 months I metmy classes. The analysis is to see if the writing'outcomes matched myexpectations, what my colleagues purported to learn and what I learned incollaboration with them. Let us first look at comments in terms of thecriteria upon which I judged the writing-thoroughness, an observantattitude and critically reflective disposition. Extracts that follow illustratehow learners met these assessment criteria. Collaborative statements areitalicized.ThoroughWith few exceptions from illness or absence, journal keepers all maintaineda thorough record. In Scholarship in Higher Education the page range was3-16 and the average was 8. In Learning & Teaching in Higher Education therange was 3-15 with an average of 6. In Research Supervision it was 4-7 withan average of 5 pages. By the time this final module rolled around10 months after the start participants appeared to have "module fatigue".Perhaps their output declined from too much of a good thing. It was not aproblem for them to record what they did out of class (e.g. preparatoryreading), what we did in class (questions and issues discussed) and what
118 Jim Murphythey did after (followed-up some idea by reading another article). Here is asample of an interior designer's comment on preparatory reading:We were given a couple of articles to choose from to prepare for discussionin our class this week. I decided on ... "Are ProfessorsProfessional?" Fascinating because I had thought the answer would havebeen pretty obvious. I mean, surely the work performed by academicsmore than qualifies us to earn this status, doesn't it? What is there to debateabout in the first place? As I read through the article, it becomes apparentmy understanding of professionalism has been misguided. Criteria associatedwith professional life, when examined against what academics andother professionals do, appear inconsistent. Take for instance how professorsare not called professors once they leave the academic profession, buta doctor or lawyer would always be recognized as one regardless whetherhe or she practices or not ... But here's another thing that fascinates me.How an article that I spent reading an hour before class was extremelythought-provoking and helped me engage with others. I can't wait to read theother article. As soon as I find the time that is!ObservantAs could be expected submissions showed academics are keen observers.A brief example is with regard how the classes were conducted. A lawyernoted:Dr M adopted a discussion-style approach in his teaching, varying shortdidactic periods, pair work and different sized buzz groups. I expectedmost postgraduate courses would be conducted wholly in a didacticstyle so I was very pleasantly surprised. I enjoy this style of learningmuchmore active than I thought. The discussioizs gave me a chance to crificallyreflect on the nature of my work and environment and how these canbe "powerful forces" that influence my behaviour.Critically ReflectiveSometimes things in class led to comments on the work environment andthe nature of teaching.Engineer: A few weeks ago I didn't know that teaching theories existed.This is tragic because for a whole year I was teaching by instinct, with no
Page 1 and 2: \NarNalif Educatic
Page 3 and 4: REACTReview of Educational Research
Page 5 and 6: About the ContributorsChai Ching Si
Page 7 and 8: REACT, Vol. 22, No. 2 (December 200
Page 11 and 12: Cooperative Learning and Service-Le
Page 17 and 18: 92 Chai Ching Sing and Tan Seng Che
Page 25 and 26: 100 Chai Ching Sing and Tan Seng Ch
Page 29 and 30: Influence of Peer Assessment 105Joh
Page 31 and 32: Influence of Peer Assessment 1072.
Page 33 and 34: Influence of Peer Assessment 109ass
Page 35 and 36: Influence of Peer Assessment 111Imp
Page 37 and 38: Influence of Peer Assessment 113Sta
Page 39: 116 Jim Murphyconcerned with lectur
Page 43 and 44: 120 Jim Murphyhe feels responsible
Page 45 and 46: 122 Jim Murphyto allow myself to gr
Page 47 and 48: 124 Jim MurphyIn many disciplines l
Page 49 and 50: 126 John Tan and Michael KohTypical
Page 52 and 53: Collaborative Learning in Physical
Page 60 and 61: However, some researchers have foun
Page 62 and 63: 140 Kirsten Schaetzelaspects of edu
Page 64 and 65: 142 Kirsten Schaetzeldiscussion and
Page 66 and 67: 144 Kirsten Schaetzelthe press, gay
Page 68 and 69: 146 Kirsten Schaetzelas discussion

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