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A phenomenographic analysis of student reflections in online learning diaries

Prinsloo, Paul; Slade, Sharon and Galpin, Fenella (2011). A phenomenographic analysis of student reflections in online learning diaries. Open Learning: The Journal of Open, Distance and e-Learning, 26(1) pp. 27–38.

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URL: http://www.tandfonline.com/doi/abs/10.1080/0268051...
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/02680513.2011.538562
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Abstract

There are many studies regarding the benefit of incorporating learning diaries into learning experiences in higher education, though very little research documenting what students record when those diaries are unstructured. There are several arguments and counter-arguments for providing students with structure in their completion of learning diaries. Structure is said to limit spontaneity, while unstructured learning diaries are considered to be logs or diaries rather than reflective journals. This study presents evidence that unstructured, private learning diaries can assist students to become more self-aware - and aware of others - while learning together online. This research provides useful pointers for managers and designers of online learning experiences regarding the role that online learning diaries can play in facilitating reflection.

Item Type: Journal Article
Copyright Holders: 2011 The Open University
ISSN: 0268-0513
Keywords: online learning diaries; phenomenography; reflection; structure
Academic Unit/Department: Open University Business School
Item ID: 21262
Depositing User: Sharon Slade
Date Deposited: 21 Jul 2010 09:04
Last Modified: 30 Jan 2014 15:59
URI: http://oro.open.ac.uk/id/eprint/21262
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