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The Value of Learning Journals 123they visit, they progress in their teaching by learning to be succinct andfocus on the main points. We actually learned without a "teacher". I havesince used this method to conduct my tutorial classes and studentsenjoyed it. The learning was also improved.. Teacher educator: As mature-aged students from diverse fields sharing acommon ground-teaching-we are keen to share and discuss issues we facein our profession. The organization of groups to that end was very flexibleand productive. It provided the opportunity for social interaction andimportantly diversity in discussion. As mature-aged students from variedprofessiondl fields, flexibility with no constraints led to a fruitful discussion.I felt that immediately we were put at ease to express "unguardedopinions. I feel this atmosphere is vital for the coming discussions andour learning.Having seen what academics chose to write about and how they did it,what might we learn from this about collaboration?ConclusionI designed each module with two main goals. First, I wanted my colleaguesto be confronted with new knowledge, then use their process skills andappraise its merit for their diverse needs. Second, I wanted them use theircritical dispositions to build a new personal understanding with the unspokenobjective that this would potentially change their practice as disciplineteachers.Journal extracts show me that they account for new knowledge andcomment on it. When they process they "play" with this knowledge and"kick it around" in order to make sense of it. They sometimes commentcritically and reflectively on themselves or others based on their experience.Then they project how they might use their new understanding. I sawan increase in subject matter interest, critically reflective thinking, and suggestionsof how new understanding might be used or actually is beingused. Reading their journals showed me how collaborative discussionsone-on-one with me or their colleagues, plus small group work, assisted inbuilding their understanding. Finally, I gained ideas of how I might betterorganize things next time. Without these journals I would have no knowledgeof any of these matters.
124 Jim MurphyIn many disciplines learning journals are a possible assessment device,especially at the postgraduate level. Experience reported here shows thereare well-founded reasons why they are recommended for both learner andteacher. Can you use learning journals in your teaching? If you choose totry I recommend:s specifying the teacher's goal in using them;s specifying objectives for learners;s offering a template for guidance;s setting aside time in class to share journal entries; ands assessing journal writing by offering written comments.You may find that establishing journal writing is not easy. But you willfind that your effort is worthwhile for the new insights it gives you intostudent learning. You will also discover it allows new opportunities for collaborativelearning that may not exist without building journals into yourmodule design.ReferencesBoud, D., Keogh, R. & Walker, D. (Eds.) (1985) Reflection: Turning Experienceinto Learning. London: Kogan Page.Boud, D. & Walker, D. (1998) Promoting reflection in professional courses:The challenge of context. Studies in Higher Education, 23(2), 191-206.Jolly, L. (1999). Challenging hegemony: Reflections on reflection(http:/ /www.tedi.uq.edu.au/conferences/teach~conference99/paper/Jolly.htm1).Marton, F., Dall'Alba, G. & Beaty, E. (1993). Conceptions of learning.international Journal of Educational Research, 19,277-330.Moon, J. (1999). Learning Journals: A Handbook for Academics, Students andProfessional Development. London: Kogan Page.Murphy, J. (2002). The Scholarship of Teaching: Reflection, Action andDevelopment. Singapore: Prentice-Hall.Slavin, R.E. (1989). Research on cooperative learning: An international perspective.Scandinavian Journal of Educational Research, 33(4), 231-243.Thorpe, M. (2000). Encouraging students to reflect as part of the assignmentprocess: Student responses and tutor feedback. Active Learning inHigtler Education, 1(1), 79-92.
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
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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
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Page 39 and 40: 116 Jim Murphyconcerned with lectur
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Page 43 and 44: 120 Jim Murphyhe feels responsible
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Page 49 and 50: 126 John Tan and Michael KohTypical
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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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